Navigating the Case-based Learning Multimodal Learning Environment: A Qualitative Study Across the First-year Medical Students

Abstract

Case-based learning (CBL) is a popular instructional method aiming to bridge theory and clinical practice. This study aims to explore how the CBL mixed modality curriculum influence students’ learning styles and support-learning strategies. We employed an explanatory sequential mixed method with an initial 44-itemed Felder-Silverman’s Index of Learning Style (ILS) questionnaire distributed to the first-year medical students (n = 142) using convenience sampling to describe preferred learning styles. The qualitative phase utilised three focus group discussions (FGDs) to explore the multimodal learning style exhibited by students in depth. Most students preferred a combination of learning styles reflective, sensing, visual and sequential (i.e., the RSVISeq style, 24.64%) from the ILS analysis. The frequency of learning preference from processing to understanding were well balanced: sequential-global domain (66.2%), sensing–intuitive (59.86%), active–reflective (57%) and visualverbal (51.41%). The qualitative data reported three major themes, namely, Theme 1: CBL mixed modalities navigates learner’s learning style, Theme 2: Learners active learning strategies from the CBL modalities supports learning and Theme 3: CBL modalities facilitating theory into clinical knowledge. Many quantitative and qualitative studies have reported the multimodal learning style of the first-year medical students. Medical students utilise multimodal learning styles to attain clinical knowledge when learning with CBL mixed modalities. Educators’ awareness of the multimodal learning style is crucial in delivering the CBL mixed modalities effectively, considering strategic pedagogical support for students to engage and learn CBL in bridging theoretical knowledge and clinical practice.