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Background:When topics of clinical importance are taught by didactic lecture, knowledge gained is hardly retained till the clinical teaching starts in the later years. So, we introduced ‘Case Based Discussions’ while teaching Biochemistry. Material And Methods:Students of II semester were divided in three groups-Group A and B was taught ‘Liver function tests’ by Didactic Lectures. Group B and C were further subdivided and taught through Case Based Discussions in which students collaborated in a small group environment to work through paper-based cases. Students’ understanding of the topic was assessed using a test paper and written feedback was collected from the students in first year to know their perception towards two methods of teaching and then in final year toknow if CBD sessions were helpful in clinics. Result:Mean total marks obtained by students of Group B were higher than those obtained by group A and C. Students perceived CBD sessions more stimulating educationally than traditional lectures and also found them helpful in clinics. Conclusion:Traditional teaching along with CBD resulted in significantly better test scores of students and promoted a deeper understanding of the basic concepts of Biochemistry to relate and link to patient cases in clinics.
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Objective:To verify the application value of team-based learning (TBL) joint case-based discussion (CBD) method applied in the course teaching of Introduction to General Practice.Methods:Students from two clinical oriented classes in the same grade were divided into the experimental group ( n=35) and the control group ( n=35). The control group implemented the traditional teaching method, and the experimental group implemented the TBL joint CBD method. The teaching effect were compared between the two groups. SPSS 20.0 was used for frequency description and statistical test analysis. Non-normal distribution data were tested with Mann-Whitney U test. Results:After the teaching, the average rank of multiple-choice questions (35.28) and analytic questions (42.24) in the experimental group were significantly higher than those of the control group (32.68 and 25.52, respectively, P<0.05). Conclusion:The TBL joint CBD method applied in the course of general practice helps to improve students' test achievement, enhance their overall quality, and lay a foundation for training comprehensive competencies of general practitioners.
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Background@#Andragogy, the theory of adult learning is relevant to medical education especially in the clinical internship learning context. It focuses on the students, faculty, and patients interacting together while developing competencies as future practitioners. Medical interns are active adult learners, enhancing their development of knowledge, skills, and positive attitudes, and pursuing professionalism as they participate in case-based discussions (CBD).@*Objectives@#The study sought to identify the basic principles of andragogy while medical interns participate in case-based discussions including the end-of-course satisfaction. It also determined the selected demographic factors associated with the andragogic principles. @*Methodology@#Respondents included 80 interns by convenience sampling who rotated at the Department of Ophthalmology and Visual Sciences in a tertiary referral hospital. The study used a combination of descriptive quantitative and qualitative research design. A valid instrument using the Adult Learning Principles Design Elements Questionnaire (ALPDEQ) was used to measure the medical intern's andragogic orientation as well as end-of-course satisfaction. A direct, non-participant observation of case-based discussions conducted at the department was done by the researcher and research associate. @*Results and Conclusion@#The occurrence of andragogic principles specifically motivation, experience, need to know, readiness, and self-directedness was observed during the conduct of case-based discussion. There was no association between principles of andragogy and demographic factors such as age, gender, civil status, medical school, preparatory medical course, and place of origin. CBD is an effective learning strategy, which provides medical interns adequate venues to be self-directed and apply the principles of andragogy in a workplace-based setting.
Subject(s)
Internship and ResidencyABSTRACT
Objective To explore the application of case-based discussion combined with translational medicine teaching method in clinical teaching of gastrointestinal surgery.Methods Totally 100 undergraduates of clinical medicine in grade 2007 and 100 undergraduates in grade 2008 from the second military medical university were divided into experimental class (50 students,25 in discussion class and 25 in comprehensive class) and control class (50 students).Method of case-based discussion was applied in discussion class; method of case-based discussion combined with translational medicine was employed in comprehensive class and traditional method was used in control class.Results Scores in experimental class were superior to those in control class ; questionnaire survey showed that 90％ students thought the new model was better than the traditional model; the interests of students in exploring clinical problem in experimental class were increased (90％ vs.50％ ) ;the sense of mission and responsibility was Strengthened (86％ vs.64％ ) ;the scientific research thinking was more active (80％ vs.48％ ) ; the individual ability and quality were enhanced (76％ vs.50％ ),the depth and width of study were markedly increased (80％ vs.52％ ),the consciousness of independent study and thinking was strengthened (88％ vs.54％ ).Comprehensive class had more obvious improvements in scientific research thinking,individual ability and quality,depth and width of study,independent study and thinking.Conclusions The new teaching model which combined translational medicine with case discussion breaks through the traditional model and adapts to the requirements of modem medicine,it can enhance the teaching effect and worth promoting in educational reform.
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To design a case-based discussion pedagogy in physiology teaching so as to help students understanding basic medicine combined with clinical medicine. First of all, a teacher should find a typical case with intention. Furthermore, under the guidance of the teacher, students are encouraged to discuss the case and to answer the questions on the basis of the physiological knowledge that they have learned. Finally, the teacher should pay attention to collecting the feedback from students for the improvement of teaching level.