Medical student experiences of Case-Based Learning (CBL) at a multicultural medical school

BMC Medical Education, Journal Year: 2025, Volume and Issue: 25(1)

Published: Jan. 30, 2025

Educational research highlights active approaches to learning are more effective in knowledge retention and problem-solving. It has long been acknowledged that adapting ways of form part the challenge for new university students as pedagogical distance between didactical approach largely followed by secondary school systems world over differs quite significantly from often student-led, critical taken universities. University encounter various challenges, particularly during transition university. Poor adaptation low performance first year tertiary education can lead higher failure rates potential withdrawal study programmes. Adopting strategies early this phase is crucial supporting students' success. Gaining student engagement with be a significant when there an expectation participate discussion or voice opinion. Case-based (CBL), its scaffolded learning, could provide support needed help multicultural learners adapt their environment non-threatening classroom-based setting. The question was: what features CBL learning? Data was collected using Structured Group Feedback Sessions (SGFS) 36 12 different countries. Students were placed eight sessions, method facilitates structured discussions effect curriculum evaluation feedback. Experience Based Learning model used conceptual framework guide analysis, which completed analysis method. Themes derived model: affective, pedagogical, organisational analysed according question. We found facilitate all at medical identified six points highlight learning: increased contact peers facilitated bonding; need feel psychologically safe participate; prior enhance confidence facilitators aware role, know about psychological safety, manage participation including dominant voice; some have lower tolerance uncertainty additional clarity end either via facilitator notes key take away; became engaged case aligned real patient giving it authenticity. This explores how school. did enjoyed it. others going forward.

Language: Английский

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Ukrainian education for peace and security 2023: Technological convergence, artificial intelligence

Multidisciplinary Reviews, Journal Year: 2024, Volume and Issue: 6, P. 2023spe016 - 2023spe016

Published: Feb. 6, 2024

The article highlights the impact of integration artificial intelligence (AI) into educational environment, focusing on possibilities technological convergence. Based recognition changing world and need to adapt approaches challenges today, study offers a deeper understanding role innovative technologies. reveals potential AI create personalised, adaptive learning paths for students different qualification levels. use algorithms customise process individual needs promotes critical thinking collaboration, which are important building safe social environment. possibility using reduce inequality in areas affected by military aggression. introduction can ensure equal access quality education all regions. authors emphasise multidisciplinary approach education, where interaction educators civil society is crucial implementation technologies with ethics efficiency. An supported foster cooperation, understanding, cohesion, contributing stable harmonious society.

Language: Английский

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Application value of multi-disciplinary collaborative diagnosis and treatment combined with CBL teaching model in gynecological oncology practice teaching

Frontiers in Medicine, Journal Year: 2025, Volume and Issue: 11

Published: Jan. 8, 2025

To explore the application value of multi-disciplinary collaborative diagnosis (MDT) and treatment combined with case-based learning (CBL) teaching method based on real clinical cases in gynecological malignant tumor practice teaching. A total 120 students who were interning Department Gynecology our hospital from January 2022 to June 2023 selected divided into a research group (n = 60) control according random number table method. The adopted MDT CBL model, while followed traditional model. After two-month internship, faculty completed self-evaluation form, jointly evaluated effect through an exit assessment, which included basic theory, skills, case assessment. Additionally, questionnaire survey was conducted evaluate student's recognition model collect their opinions suggestions. showed significantly higher scores theoretical knowledge, analysis assessments compared (p < 0.05). results indicated that outperformed knowledge acquisition, initiative, interest, ability, diagnosis, thinking, teamwork literature retrieval, reading language expression ability Students' feedback suggested increasing doctor-patient communication time improving skills. can effectively foster autonomous learning, enhance improves quality gynecology. This is worthy promotion

Language: Английский

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Embedding pharmacy practice, veterinary pharmacy, and environmental pharmacy to implement ‘One Health’ in pharmacy education

Currents in Pharmacy Teaching and Learning, Journal Year: 2025, Volume and Issue: 17(5), P. 102320 - 102320

Published: Feb. 27, 2025

Language: Английский

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Undergraduate pharmacy students’ preference for case-based learning: a discrete choice experiment in China

Frontiers in Pharmacology, Journal Year: 2025, Volume and Issue: 16

Published: Feb. 28, 2025

Background Understanding students’ preferences is crucial for developing targeted teaching strategies and improving educational outcomes. This study aimed to investigate Chinese undergraduate pharmacy case-based learning (CBL). Methods We conducted a discrete choice experiment (DCE) quantify CBL. Six key attributes associated with CBL were identified: case modality, provider type, group size, authenticity, complexity, examination format. An online questionnaire was administered students from two universities in China. The data analyzed using mixed logit model estimate preference weights, assess the relative importance of attributes, predict uptake rates. Additionally, interaction effects subgroup analysis employed identify heterogeneity among different student groups. Results A total 613 participants completed 482 included analysis. most influential attribute scenario simulation strongly preferred over paper modality. Case authenticity type also significant factors, followed by size complexity. Examination format did not significantly affect preferences. found between groups students. highest achieved when cases presented simulations clinical instructors small groups, real low complexity alongside traditional written examination. Conclusion highlights modality simulation, CBL, suggests need personalized approaches accommodate

Language: Английский

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Optimizing Small Group Learning: A Comparative Study of Jigsaw Technique and Case-Based Learning Methods in Medical Education

Research Square (Research Square), Journal Year: 2025, Volume and Issue: unknown

Published: March 17, 2025

Introduction:Active learning techniques like Case-Based Learning (CBL) and Jigsaw are effective small group methods. They promote higher-order cognitive skills improved collaboration. Both compared to didactic lectures. The study aims evaluate a comprehensive comparison of these regarding their impact on knowledge retention, the development clinical reasoning, overall student satisfaction. Material & Methods: Sixty postgraduate medical students from Department Pathology at King George's Medical University were randomly assigned CBL or Learning. outcomes measured through pre-test post-test scores, perceptions assessed using 5-point Likert scale. Results: demonstrated significant improvement in with mean 7.7 ± 2.33 11.3 1.84 (p=0.000). also showed substantial improvement, scores 8.53 3.03 12.90 2.52 slightly outperformed performance (p=0.002). Regarding perceptions, 95.5% strongly agreed that was enjoyable, score 4.95. Other aspects, such as ease understanding, had around 4.77, while only 63.6% felt it beneficial for memory retention. Conclusion:Jigsaw more than performance, highlighting its effectiveness fostering deeper understanding However, both methods faced challenges time consumption suggesting need refinement better integration curricula.

Language: Английский

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Visualization analysis of CBL application in Chinese and international medical education based on big data mining

BMC Medical Education, Journal Year: 2025, Volume and Issue: 25(1)

Published: March 19, 2025

To employ big data mining to provide a visualization analysis of Case-Based Learning (CBL) application in Chinese and international medical education, with the aim observing potential applications CBL. All included literature was obtained from Web Science (WoS) core collection database, periodicals Social Sciences Citation Index (CSSCI), Database China National Knowledge Infrastructure (CNKI), Wangfang Database, CQVIP Database. CiteSpace software (6.1.6R6) used conduct an in-depth investigation four perspectives: quantitative literature, network co-occurring authors, research institutions, keyword clustering burst analysis. A total 721 articles 537 English were included, demonstrating exponential growth trend. Notably, no author exhibited prolific publication rate within short timeframe. Bursting keywords encompassed topics related students' learning, teaching curriculum, methods, location. In contrast, focused on courses, fields as well national policy Ministry Education People's Republic (MOE) guidance. The clusters include care, community practice, special projects groups, capacity development participants literature. For guidance, reform, mode evaluation various disciplines. CBL holds immense for implementation across diverse disciplines, practices, education. practical is continuously evolving response changing times can be seamlessly integrated into different contexts influenced by environmental factors policies.

Language: Английский

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Insights of shared decision-making and personalized treatment in orthopedics – A qualitative systematic review

Journal of Clinical Orthopaedics and Trauma, Journal Year: 2025, Volume and Issue: unknown, P. 102989 - 102989

Published: March 1, 2025

Language: Английский

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Curriculum Innovation: Integrating Case-Based Learning With Seminar and Journal Club to Enhance Critical Thinking Skills in Residency Program

Neurology Education, Journal Year: 2025, Volume and Issue: 4(2)

Published: April 9, 2025

Effective management of complex neurologic cases requires strong critical thinking and clinical reasoning skills. However, traditional postgraduate education often lacks the structure to develop these competencies. We developed an integrated case-based learning (I-CBL) curriculum enhance skills internal medicine residents in patient assessments, evaluate its effectiveness as perceived by faculty, improve residents' acceptance satisfaction with implementation. A prospective mixed-method (pretest post-test) study concurrent triangulation design was conducted among (residents) faculty a tertiary-care teaching hospital India. The I-CBL approach using Theory Change framework. featured systematically planned seminars, journal presentations, in-depth presentation tailored different year levels on same topic within month. Assessments included pretests post-tests, Likert scale surveys, Holistic Critical Thinking Scoring Rubric, concept map evaluation. Knowledge acquisition retention were measured immediately before, after, again after 6 months completing topics. Quantitative data analyzed mixed-design analysis variance while qualitative underwent thematic analysis. All 30 (13 women, 17 men) 10 members participated. Residents showed significant knowledge gains from pretest post-test, maintained at (p < 0.05). improved notably seminars (75%), case presentations (40%), mapping (40%). Satisfaction high, 96% 92% reporting positive experiences. appreciated for enhancing engagement, thinking, reasoning. Faculty recognized I-CBL's improving problem solving but cited challenges related time constraints, workload, participation equity. effectively bridged theoretical practice, diagnostic skills, teamwork. While such constraints workload emerged. Proposed solutions include incorporating diverse cases, facilitation developing objective assessment tools. can transform neurology fostering competence. Addressing implementation effectiveness, producing reflective, competent practitioners capable managing making confident, evidence-based decisions navigating dilemmas.

Language: Английский

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Medical informatics and biophysics in medical universities of European countries: A systematic review and meta-analysis

Electronic Journal of General Medicine, Journal Year: 2024, Volume and Issue: 21(2), P. em570 - em570

Published: Feb. 12, 2024

<b>Aims:</b> This systematic review aims to assess the prominence of medical informatics and biophysics in European schools, recognizing growing importance technology healthcare.<br /> <b>Methodology:</b> A comprehensive search Medline PubMed databases was conducted by employing MeSH terms relevant keywords following PRISMA guidelines.<br <b>Results:</b> The reveals limited body research on this topic, with 41 studies identified. These underscore value education. They emphasize necessity certification reveal variations curricula training across nations.<br <b>Scientific novelty:</b> study contributes existing literature highlighting scarcity subject.<br <b>Conclusions:</b> findings significance incorporating into education nations. Standardization, international guidelines, accreditation procedures are imperative ensure competence healthcare professionals utilizing information systems effectively.

Language: Английский

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