Preclinical curriculum of prospective case-based teaching with faculty- and student-blinded approach

Waliany, Sarah; Cáceres, Wendy; Merrell, Sylvia Bereknyei; Thadaney, Sonoo; Johnstone, Noelle; Osterberg, Lars

doi:10.1186/s12909-019-1453-x

Cited by 18 publications

(24 citation statements)

References 51 publications

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“…Allowing for confounders, younger students were 60% more likely to report a negative impact on training. Pre-clinical medical students rely heavily on active teaching methods [ 17 ]. Poor pedagogy has been associated with negative learning experiences amongst early year medical students [ 18 ].…”

Section: Discussionmentioning

confidence: 99%

The perceived impact of the Covid-19 pandemic on medical student education and training – an international survey

Wanigasooriya¹,

Beedham²,

Laloo³

et al. 2021

BMC Med Educ

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Background The Covid-19 pandemic led to significant changes and disruptions to medical education worldwide. We evaluated medical student perceived views on training, their experiences and changes to teaching methods during the pandemic. Methods An online survey of medical students was conducted in the Autumn of 2020. An international network of collaborators facilitated participant recruitment. Students were surveyed on their perceived overall impact of Covid-19 on their training and several exposure variables. Univariate analyses and adjusted multivariable analysis were performed to determine strengths in associations. Results A total of 1604 eligible participants from 45 countries took part in this survey and 56.3% (n = 860) of these were female. The median age was 21 (Inter Quartile Range:21–23). Nearly half (49.6%, n = 796) of medical students were in their clinical years. The majority (n = 1356, 84.5%) were residents of a low or middle income country. A total of 1305 (81.4%) participants reported that the Covid-19 pandemic had an overall negative impact on their training. On adjusted analysis, being 21 or younger, females, those reporting a decline in conventional lectures and ward based teaching were more likely to report an overall negative impact on their training (p ≤ 0.001). However, an increase in clinical responsibilities was associated with lower odds of participants reporting a negative impact on training (p < 0.001). The participant’s resident nation economy and stage of training were associated with some of the participant training experiences surveyed (p < 0.05). Conclusion An international cohort of medical students reported an overall significant negative impact of the Covid-19 pandemic on their undergraduate training. The efficacy of novel virtual methods of teaching to supplement traditional teaching methods warrants further research.

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Section: Discussionmentioning

confidence: 99%

The perceived impact of the Covid-19 pandemic on medical student education and training – an international survey

Wanigasooriya¹,

Beedham²,

Laloo³

et al. 2021

BMC Med Educ

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“… 17 The lack of situational experience and simple imitation is not conducive to the master of nursing skills. 18 , 19 Therefore, to a some extent, it limits the combination of student skills learning of knowledge theory and practice. The results of this present study have found that the CBT is beneficial to the master of nursing skills, and it’s conducive to the intrigue the interests of students and improve the communication and cooperative ability among students.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Case-Based Teaching in Nursing Skill Education: Cases Do Matter

Liu

Zheng

et al. 2020

INQUIRY

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Nursing skill education plays a very important part for the nursing education. It’s necessary to analyze the role of the case-based teaching (CBT) in nursing skill education, to provide insights into the nursing education. The sophomore nursing students who received nursing skill teaching from September 2019 to January 2020 were selected. The students either underwent traditional teaching (control group) or CBT (CBT group) intervention. The objective structure clinical examination (OSCE), autonomous learning ability, questionnaire for effects evaluation of CBT, and student’s satisfaction level on CBT were analyzed. A total of 146 participants were included. There were no significant differences in the gender, age and the final exam score as freshman between 2 groups (all P > .05). The OSCE scores and autonomous learning ability in CBT group were significantly higher than that of control group (all P < .05). The most students favored the use of CBT, and most students were satisfied with CBT. CBT is beneficial to improve the nursing skill and comprehensive ability of students, and it’s conducive to increase the interest of students, which merits application in nursing education.

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“…The third phase of the study consisted of an anonymous survey of students by means of the Waliany's technique (Waliany et al, 2019). Students who had not yet been taught by means of the case study method were asked to answer 14 questions that helped students assess the level of practical skills they had acquired while studying at an education institution.…”

Section: Methodsmentioning

confidence: 99%

“…Case studies appeared in medical schools as an alternative to lectures that were considered ineffective for practical medicine (McLean, 2016). However, the contrary opinion is that lectures are a very powerful and useful tool in teaching medical students to master the fundamental knowledge needed to solve specific problems (Tsekhmister et al, 2019;Vasylieva, 2020).…”

Section: Introductionmentioning

confidence: 99%

Application of the Case Study Method in Medical Education

Korniichuk

Bambyzov

Косенко

et al. 2021

IJLTER

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Reducing the gap between professional opportunities of graduates of medical education institutions and needs of patients is the priority of medical education. The introduction of interactive methods, in particular the case study method, can help solve this problem. The aim of this study was to investigate how the application of the case method in medical education affects the learning outcomes of students and acquisition of practical experience. Case method was used to identify its impact on the acquisition of practical skills, abilities and clinical experience by future physicians. Students’ opinions on the effectiveness of the case method in gaining practical experience were surveyed. The study showed that the case method helped students find solutions required by clinical situations, as they used not only theoretical knowledge, but also acquired practical skills and clinical experience. The case method also increases students’ confidence in their professional abilities. This experimental study proved the high efficiency of using the case method in medical education to gain practical experience by students in the education institution. It can be useful for scholars and educators who are looking for, developing and implementing effective teaching methods that allow students to acquire the necessary competencies.

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Preclinical curriculum of prospective case-based teaching with faculty- and student-blinded approach

Cited by 18 publications

References 51 publications

The perceived impact of the Covid-19 pandemic on medical student education and training – an international survey

The perceived impact of the Covid-19 pandemic on medical student education and training – an international survey

The Effects of Case-Based Teaching in Nursing Skill Education: Cases Do Matter

Application of the Case Study Method in Medical Education

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