تعداد نشریات | 20 |
تعداد شمارهها | 1,149 |
تعداد مقالات | 10,518 |
تعداد مشاهده مقاله | 45,416,018 |
تعداد دریافت فایل اصل مقاله | 11,291,689 |
Students’ perception and learning on case based teaching in anatomy and physiology: An e-learning approach | ||
Journal of Advances in Medical Education & Professionalism | ||
دوره 9، شماره 1، فروردین 2021، صفحه 8-17 اصل مقاله (559.35 K) | ||
نوع مقاله: Original Article | ||
شناسه دیجیتال (DOI): 10.30476/jamp.2020.87332.1304 | ||
نویسندگان | ||
NEERAJ VEDI1؛ PUJA DULLOO* 2 | ||
1Department of Anatomy, PSMC, Karamsad, India | ||
2Department of Physiology, PSMC, Karamsad, India | ||
چکیده | ||
Introduction: Case based teaching (CBT) has been accepted as an effective interactive learning strategy. Digital portals allow the students to learn the content at their own pace, explore various resources and finally enable them to discuss within group and build team work approach, which is a prime focus in the health care professional field. The aim of this study was to assess the perception and learning outcome of first year medical students towards CBT using e-learning approach. Method: This is a non-randomized, interventional study on first year undergraduate medical students from 2017-18 batch (43) and 2018-19 batch (41) of Sumandeep Vidyapeeth University. They were divided into a group of 8-10 members, who attended six sessions of case-based teaching via Google group. Learning outcome was analyzed by comparing the students who participated in the sessions and those who did not. Feedback survey questionnaire was analyzed by Mann Whitney ranking test and focus group discussion by thematic analysis for qualitative analysis manually. Result: A p enhance critical thinking, and explore varied resources. Thus, they confirmed that team building approach and leadership qualities for managing the group contributed to better understanding of the course and would be useful to them in near future. Conclusion: Usage of Google group technology for CBT allowed medical students to explore clinical application of basic sciences course from the first year of the program, going beyond the classroom, thus developing self-directed learning and team building approach. | ||
کلیدواژهها | ||
Teaching؛ Leadership؛ Self-directed learning؛ Medical student | ||
سایر فایل های مرتبط با مقاله
|
||
مراجع | ||
1. Medical Council of India Regulations on Graduate Medical Education [Internet]; 2012. [Updated on 17th Sep.2020]. Available from: http://iafmonline.in/data/circular-notifications/Revised-GME-2012.pdf. 2. Schmidt HG, Rotgans JI, Yew EH. The process of problem based learning: What works and why. Med Educ. 2011;45(8):792-806. 3. Mclean SF. Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature. Journal of Medical Education and Curricular Development. 2016;3:39–49. 4. Rehan R , A hmed K , K han H, Rehman R. A way forward for teaching and learning of physiology: Students’ perception of effectiveness of teaching methodologies. PakJ Med Sci. 2016;32(16):1468-73. 5. Shrivastava SR, Shrivastava PS. Implementing casebased learning in medical colleges in India. Muller J Med Sci Res. 2018;9:98-9. 6. Dulloo P, Pathare NA. Case based methodology: A method to enhance the learning of Physiological basis of Cardio-vascular and respiratory system to undergraduate medical students. American J of Educational Research. 2013;1(10):425-9. 7. Carrero E, Gomar C, Penzo W, Rull M. Comparison between Lecture-based Approach and Case/ Problem based Learning Discussion for Teaching Pre-Anaesthetic Assessment. European Journal of Anaesthesiology. 2007;24:1008–15. 8. Baeten M, Dochy F, Stuyven K. Using Students’ Motivational and Learning Profiles in Investigating Their Perceptions and Achievement in Case-based and Lecture-based Learning Environments. Educational Studies. 2012;38:491–506. 9. Majeed F. Effectiveness of Case-based Teaching of Physiology for Nursing Students. Journal of Taibah University Medical Sciences. 2014;9:289–92. 10. Cendan JC, Silver M, Ben-David K. Changing the Student Clerkship from Traditional Lectures to Small Group Case-based Sessions Benefits the Student and the Faculty. Journal of Surgical Education. 2011;68:117–20. 11. Joshi KB, Nilawar AN, Thorat AP. Effect of Case based Learning in Understanding Clinical Biochemistry. IJBAR. 2014;5:516–8. 12. Latif R. Impact of Case-based Lectures on Students’ Performance in Vascular Physiology Module. Advances in Physiology Education. 2014;38:268–72. 13. Tathe SS, Singh AL. Case Based Lectures versus Conventional Lectures for Teaching Medical Microbiology to Undergraduate Students. International Journal of Current Research and Review. 2014;6:35–41. 14. Chao SH, Brett B, Wiecha JM, Norton LE, Levine SA. Use of an Online Curriculum to Teach Delirium to Fourth-Year Medical Students: A Comparison with Lecture Format. Journal of the American Geriatrics Society. 2012;60:1328–32. 15. Farahani LA, Heidari T. Effects of the Case-based Instruction Method on the Experience of Learning. Journal of Biological Education. 2014;48:40–5. 16. Grauer GF, Forrester SD, Shuman C, Sanderson MW. Comparison of Student Performance after Lecturebased and Case-based/Problem-based Teaching in a Large Group. Journal of Veterinary Medical Education. 2008;35(2):310–7. 17. Thistlethwaite JE, Davies D, Ekeocha S, Kidd JM, Mac Dougall C, Matthews P, et al. The effectiveness of case-based learning in health professional education, A BEME systematic review: BEME Guide No. 23. Med Teach. 2012;34(6):e421-44. 18. McKimm J, Jollie C, Cantillon P. ABC of learning and teaching: Web based learning. BMJ. 2013;326(19):870-3. 19. Chumley-Jones HS, Dobbie A, Alford CL. Web based learning: sound educational methods or hype? A review of the evaluation literature. Acad Med. 2002;77: 86-93. 20. Friedman RB. Top ten reasons the World wide-web may fail to change medical education. Acad Med. 1996;71:979-81. 21. Davis LL. Instrument review: Getting the most from a panel of experts. Applied Nursing Research. 1992;5(4):194-7. 22. Krueger RA, Casey MA. Focus groups: A practical guide for applied research. 4th ed. New York: Sage; 2009. 23. Patton MQ. Qualitative research and evaluation methods. 3rd ed. New York: Sage; 2002. 24. Braun V, Clarke V. Using thematic analysis in psychology. Qualitative Research in Psychology. 2006;3:77-101. 25. Bansal M, Goyal M. To introduce and measure the effectiveness of case based learning in physiology. Int J Res Med Sci. 2017;5(2):437-45. 26. Bennal AS, Pattar MY, Taklikar RH. Effectiveness of ‘‘case-based learning’’ in physiology. NJPPP. 2015;6(1):65-7. 27. Krockenberger MB, Bosward KL, Canfield PJ. Integrated case-based applied pathology (ICAP): A diagnostic-approach model for the learning and teaching of veterinary pathology. Journal of Veterinary Medical Education. 2007;34:396-408. 28. Morrow JB, Sepdham D, Snell L, Lindeman C, Dobbie A. Evaluation of a web-based family medicine case library for self-directed learning in a third-year clerkship. Fam Med. 2010;42(7):496-500. 29. Drakeford PA, Davis AM, van Asperen PP. Evaluation of a pediatric asthma education package for health professionals. Journal of Pediatrics and Child Health. 2007;43(5): 342-52. 30. Hakkarainen P, Saarelainen T, Ruokamo H. Towards meaningful learning through digital video supported, case based teaching. Australasian Journal of Educational Technology. 2007;23(1):87-109. 31. Boeker M, Muller C, Klar R, Lutterbach J. Onco Case: interdisciplinary case based teaching in Neuro- Oncology based on the campus platform. USA: AMIA Annual Symposium Proceedings/AMIA Symposium; 2005. pp. 898. 32. Dickinson BL, Lackey W, Sheakley M, Miller L, Jevert S, Shattuck B. Involving a real patient in the design and implementation of case-based learning to engage learners. Adv Physiol Educ. 2018;42:118–22. 33. Cliff WH, Ann W. Directed Case study methods for teaching Human Anatomy and Physiology. Adv Phy Edu. 1996;15(1):S19-S28. 34. Chan WP, Hsu CY, Hong CY. Innovative “Case-Based Integrated Teaching” in an Undergraduate Medical Curriculum: Development and Teachers’ and Students’ Responses. Ann Acad Med Singapore. 2008;37:952-6. 35. Schapiro R, Stickford- Becker AE, Foertsch JA, Remingtom PL, Seibert CS. Integrative Cases for Preclinical Medical Students Connecting Clinical, Basic Science, and Public Health Approaches. Am J Prev Med. 2011;41(4S3):S187-S92. 36. Bi M, Zhao Z, Yang J, Wang Y. Comparison of casebased learning and traditional method in teaching postgraduate students of medical oncology. Med Teach. 2019;41(10):1124-8. 37. Nicklen P, Keating JL, Maloney S. Student Response to Remote-Online Case-Based Learning: A Qualitative Study. JMIR Medical Education. 2016;2(1):e3. 38. Dulloo P. Computer Simulated Program an Effective Tool For Understanding Physiological Concepts. Indian Journal of Applied Research. 2014;4(5):S1-S4. 39. Ghosh S. Combination of didactic lectures & case oriented problem solving tutorials towards better learning perception of students from a conventional medical curriculum. Adv Physiology Education. 2007;31(2):193-7. 40. Schoeman JP, van Schoor M, van der Merwe LL, Meintjes RA. A case based small group Cooperative learning course in Pre-clinical Veterinary Science aimed at bridging basic science and clinical literacy. JS Afr Vet Assoc. 2009;80(1):31-6. 41. Kaddoura MA. Critical Thinking Skills of Nursing Students in Lecture-Based Teaching and Case-Based Learning. International Journal for the Scholarship of Teaching and Learning. 2011;5(2): 20. 42. Abdalla MMI, Mohdy MS. The Perspective of First Year Dental Students to Case-Based Learning As An Effective Tool In Learning Physiology: A Case Study. Int J Adv Res. 2017;5(3):1514-21. 43. Abraham R, Ramnarayan K, Kamth A. Validating the effectiveness of clinically oriented physiology teaching (COPT) in undergraduate physiology curriculum. BMC Med Educ. 2008;8:40. 44. Doran J, Healy M, McCutcheon M, O’Callaghan S. Adapting Case-Based Teaching to Large Class Settings: An Action Research Approach. Accounting Education: an International Journal. 2012;20(3):245–63. 45. Wittich CM, Lopez-Jimenez F, Decker LK, Szostek JH, Mandrekar JN, Morgenthaler TI, et al. Measuring faculty reflection on adverse patient events: development and initial validation of a case-based learning system. J Gen Intern Med. 2010;26(3):293–8. 46. Jamkar A, Yemul V, Singh G. I ntegrated teaching programme with student-centred case-based learning. Med Educ. 2006;40(5):466-7. 47. Hansen JT, Krackov SK. The use of small group casebased exercises in human gross anatomy: A method for introducing active learning in a traditional course format. Clinical Anatomy. 1994;7(6):357-66. 48. Blewett EL, Kisamore JL. Evaluation of an interactive, case-based review session in teaching medical microbiology. BMC Medical Education. 2009;9:56-65. 49. Smith J r A R, C hristie C . F acilitating t ransdisciplinary teamwork in dietetics education: A case study approach. Journal of the American Dietetic Association. 2004;104(6): 959-62. 50. Thurman J, Volet SE, Bolton JR. Collaborative, casebased learning: How do students actually learn from each other? J Vet Med Educ. 2009;36(3):297–304. 51. Choi I, Lee SJ, Kang J. Implementing a casebased e-learning environment in a lecture-oriented anaesthesiology class: Do learning styles matter in complex problem solving over time? Br J Educ Technol. 2009;40(5):933–47. 52. Alia M, Hand SC, Bilala HSM, Leea S, Kangb MJY, Kangc BH, et al. iCBLS: A n interactive case-based learning system for medical education. International Journal of Medical Informatics. 2018;109:55-69. 53. Waliany S, Caceres W, Merrell SB, Thadaney S, Johnstone N, Osterberg L. Preclinical curriculum of prospective case based teaching with faculty- and student blinded approach. BMC Medical Education. 2019;19:31-43. | ||
آمار تعداد مشاهده مقاله: 3,255 تعداد دریافت فایل اصل مقاله: 2,540 |