2016
DOI: 10.18203/2320-6012.ijrms20160042
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Retention of case-based learning on infectious diseases by third-year medical students

Abstract: INTRODUCTIONThe principles of adult learning need to be applied while teaching medical students. Adults readily learn details that have immediate relevance and pragmatic applicability in work-related situations.1 Case-based learning (CBL) is a discussion-based small-group learning technique that employs a guided inquiry method and provides more structure during small-group sessions. CBL enhances comprehension and acquisition of cognitive skills since learning is positioned within its context. CBL has been comp… Show more

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Cited by 1 publication
(2 citation statements)
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“…This suggests that there was greater retention of conceptual knowledge following participation in case-based activities. These results are in agreement with previous studies that documented improved knowledge retention after 1, 6, and 9 mo in basic science courses with the supplementation of traditional didactic lecture with casebased learning (25,29). In addition, there was a significant decrease in student performance between the midsemester exams and the posttest for the questions that pertained to material only presented in lecture.…”
Section: Discussionsupporting
confidence: 92%
See 1 more Smart Citation
“…This suggests that there was greater retention of conceptual knowledge following participation in case-based activities. These results are in agreement with previous studies that documented improved knowledge retention after 1, 6, and 9 mo in basic science courses with the supplementation of traditional didactic lecture with casebased learning (25,29). In addition, there was a significant decrease in student performance between the midsemester exams and the posttest for the questions that pertained to material only presented in lecture.…”
Section: Discussionsupporting
confidence: 92%
“…Specifically, case-based learning has been shown to positively influence knowledge retention. When case-based learning was used to supplement traditional didactic lectures in an infectious disease course for medical students, increased knowledge retention was documented 1 mo and 6 mo later compared with the use of lectures alone (25). Furthermore, exposure to case-based activities in addition to lecture in a biochemistry course was associated with improved student performance on a retention test administered 9 mo later compared with exposure to other active-learning activities (e.g., concept maps) in addition to lecture (29).…”
Section: Introductionmentioning
confidence: 99%