The effect of case-based teaching and flipped classroom methods in comparison with lecture method on learning and satisfaction of internship students in surgery

Kolahdouzan, Mohsen; Mahmoudieh, Mohsen; Rasti, Mehdi; Omid, Athar; Rostami, A; Yamani, Nikoo

doi:10.4103/jehp.jehp_237_19

Cited by 17 publications

(6 citation statements)

References 21 publications

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“…The total satisfaction of students with the teaching form, teaching content, and class hours, classroom atmosphere, academic burden, evaluation system, and learning guidance method, autonomous learning ability, learning enthusiasm, and participation in interaction adopted by the Introduction to Environmental Health Science exceeded 85%, which was consistent with Kolahdouzan et al’s ( 16 ) teaching reform of surgery through the use of the case-based learning of the flipped classroom, and the improvement of students’ learning satisfaction. There were many teaching contents in Introduction to Environmental Health Science.…”

Section: Discussionsupporting

confidence: 87%

Application of flipped classroom combined with case-based learning in Introduction to Environmental Health Science

Li,

Cao,

Zhang

et al. 2023

Front. Public Health

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ObjectivesTo explore the effect of flipped classroom combined with case-based learning in Introduction to Environmental Health Science for the Master of Public Health (MPH).MethodsThe MPH Master’s class of 2022 was selected as the experimental group at Guilin Medical University from September to December 2022, and the flipped classroom combined with the case-based learning was adopted. The class of 2021 was the control group, and we taught them with the traditional teaching method. A self-designed questionnaire and academic performance were used to evaluate the teaching effects of the two groups.ResultsThere was no difference in the paper score between grades 2022 and 2021, and the design question score of grade 2022 was higher than that of grade 2021. The difference was statistically significant (p < 0.05). The students in grade 2022 had a high overall recognition of the teaching effect of the flipped classroom combined with case-based learning in Introduction to Environmental Health Science.ConclusionThe teaching method of the flipped classroom combined with case-based learning is more suitable than the traditional teaching method in the Introduction to Environmental Health Science for MPH. It can stimulate the independent learning ability of MPH students and improve their ability to use knowledge and an innovative spirit.

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Section: Discussionsupporting

confidence: 87%

Application of flipped classroom combined with case-based learning in Introduction to Environmental Health Science

Li,

Cao,

Zhang

et al. 2023

Front. Public Health

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show abstract

“…[ 14 ] Not only participation of students increased group dynamics and sharing among students but also active participation of students motivated the faculties or the facilitators to deliver more relevant information in a more effective way; however, some other teachers had an opinion that in this process, most of the contents ought to be delivered are missed due to time constraints and format limitation. [ 15 ] Orban et al . stated that with the implementation of CBL in regular curriculum, the student's knowledge transformed from theory-based bookish knowledge to analytical reasoning type which would be helpful for their clinical practice or professional life.…”

Section: Discussionmentioning

confidence: 99%

Case-based learning

Das

Rai

et al. 2021

Journal of Education and Health Promotion

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BACKGROUND: Case-based learning (CBL) is an established bidirectional active learning approach where students learn concepts by solving cases or problems under the guidance of a facilitator. In the present study, the awareness and acceptance level of faculties to implement this method of teaching were assessed by behavioral analysis. MATERIALS AND METHODS: This cross-sectional study was done through two workshops organized at NDRI Karnal on December 16 and 17, 2019, and BHU Varanasi on March 1, 2020. Fifty-four faculties from different applied sciences participated. The participants were given an insight into this teaching tool through didactic lecture and hands-on training session about implementation of this method. Pre and post- session responses were compared through a set of questionnaires and the behavioral change was analyzed by using SPSS version 22. P ≤ 0.05 was considered as statistically significant. RESULTS: Only 31.5% faculties were aware of the active learning methods though 83% agreed that active learning is better than conventional teaching. 96% agreed that CBL is a better way to develop concepts and nearly 81% agreed that more learning could be done with lesser efforts. The clinical decision-making improve significantly. Pre and post-session mean scores of effectiveness of CBL as a teaching tool were 2.44 ± 0.63 and 2.72 ± 0.53, respectively. CONCLUSION: CBL originally is a mode of imparting knowledge in a student-centric bimodal learning. Acceptance to the mode is increasing among faculties despite of many deterrents.

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“…These results are similar to some studies about the application of integration programs on student learning. [ 8 11 20 21 22 23 ] Bahari et al . [ 8 ] showed that the level of learning in students improved by the integration of educational programs in physiopathology courses.…”

Section: Discussionmentioning

confidence: 99%

“…[ 22 ] Kolahdouzan et al . [ 23 ] determined the effect of the case-based teaching method in comparison with the lecture method on students’ learning and satisfaction at the internship of Department of General Surgery, Isfahan University of Medical Sciences and the students’ satisfaction with case-based learning method was higher than that of lecture method. Dulloo et al .…”

Section: Discussionmentioning

confidence: 99%

The effect of integration of basic and clinical aspects of a specific topic in a parasitology course on medical students learning

Amini

Mikaeili

Handjani

et al. 2021

Journal of Education and Health Promotion

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BACKGROUND AND AIM: Parasitology course is one of the basic science courses in the educational curriculum for medical students. Since the integration of basic and clinical sciences has helped students better understand the basic science course content, the aim of the present study was to determine the effect of integration of basic and clinical aspects of a specific topic in a parasitology course on medical students learning. MATERIALS AND METHODS: A randomized controlled trial was conducted on 110 undergraduate fifth-semester medical students from April to July 2018. The students were randomly divided into two groups, based on student identification number: Intervention and control groups. The topic selected for this study from the parasitology course was “cutaneous leishmaniasis.” At the beginning of the program, a dermatologist presented the clinical aspects of the topic to the intervention group. Then, a parasitologist delivered a traditional lecture about the basic aspects of the topic to both groups. The students’ scores on questions related to cutaneous leishmaniasis in the final exam were used as a measure of learning and teaching outcomes. A questionnaire that consisted of seven items and three open-ended questions was used based on the objectives of the randomized controlled trial. Statistical analysis was performed by SPSS software. RESULTS: Based on the result of the final examination, there was no significant difference in the learning rate of students between the intervention and control groups (P ≥ 0.05). According to students’ comments, the teaching of clinical science alongside basic science increased the importance of the topic and the students’ interest in basic science. Most students agreed that this method prepares them for their clinical years. CONCLUSION: Many medical students believe that the content of many basic science courses are forgotten in the future. Therefore, basic science education alongside clinical science presentations are suggested.

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The effect of case-based teaching and flipped classroom methods in comparison with lecture method on learning and satisfaction of internship students in surgery

Cited by 17 publications

References 21 publications

Application of flipped classroom combined with case-based learning in Introduction to Environmental Health Science

Application of flipped classroom combined with case-based learning in Introduction to Environmental Health Science

Case-based learning

The effect of integration of basic and clinical aspects of a specific topic in a parasitology course on medical students learning

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