Professionalism in small group learning between face-to-face and virtual settings: a mixed-methods study.

Objectives: To explore whether and how preclinical medical students changed perceptions and behaviors related to professionalism in small group learning activities from face-to-face to virtual during the pandemic. Methods: The study used a mixed-methods sequential research design. We first retrospectively examined quantitative data from 101 medical students who completed mandatory peer evaluation surveys assessing professional behaviors of small group members in two courses (one face-to-face, the other online). Differences between student perceptions in two settings were compared using the Wilcoxon signed-rank test. Findings from the quantitative stage were probed further using focus groups at the qualitative stage. Six focus groups (n = 27) were conducted using purposeful sampling. Interviews were transcribed and inductive thematic coding was used to identify emerging themes. Results: We found a significant decrease in perceptions of punctuality and attendance in the virtual setting compared to face-to-face learning (Z=-6.211, p<.001), despite lower expectations of their peers in online learning. Five major themes emerged from the qualitative data: punctuality/participation, camera usage, dress code/conversational style, multitasking, and engagement/accountability. Participants showed sensitivity when conceptualizing professional conduct, indicating the dynamic process of professional identity formation at the early stage of their career. Conclusions: Results show that students' perceptions of professionalism become contextualized, significantly influenced by the background of the virtual learning environment. Intentional communication about professionalism within specific sociocultural and educational contexts is vital for individual professional identity formation. These findings support of the importance of considering context when educational programs develop curricula and establish expectations related to professionalism.

Effect of online case-based learning on nursing students' self-confidence amid COVID-19 pandemic

Introduction: Amid the COVID-19 pandemic, nursing educational programs have shifted from physical to online learning, both academic and clinical learning. Case-based learning is one of the clinical learning methods which is adapted to current circumstances. The learning method connects theoretical knowledge and practical experiences on nursing students' clinical environment. This study aimed to evaluate the effect of online case-based learning on the clinical nursing students' self-confidence. Methods: Forty-five clinical nursing students participated in this quasi-experimental study with one group pre-post-test design. The students' self-confidence was evaluated using an instrument consisting of 15 Likert-scale items with cognitive, affective, and psychomotor subscales. The students' self-confidence was measured before and after the online case-based learning (O-CBL) activities. The activities included case presentation, individual case analysis, small group discussion, and problem-solving practice for students. Results: This study successfully organized the O-CBL method to enhance the students' self-confidence. The average self-confidence level of the students increased from 57.84 to 60.62. Paired t-test analysis yielded p=0.006 (p <0.05), which indicated a significant effect of O-CBL on the students' self-confidence. Significant findings were also discovered from the cognitive (p=0.01) and psychomotor (p=0.004) domains. The students' affective domain did not significantly improve (p=0.089, p>0.05). Conclusion: O-CBL increases nursing students' self-confidence specifically in cognitive and psychomotor aspects. © 2023, Sanglah General Hospital. All rights reserved.

WeChat as a platform for blending problem/case-based learning and paper review methods in undergraduate paediatric orthopaedics internships: a feasibility and effectiveness study.

BACKGROUND: Paediatric orthopaedics is a significant and difficult for undergraduate students to master. During the COVID-19 pandemic, we used the WeChat platform to combine the advantages offered by problem-based learning (PBL), case-based learning (CBL) and paper review teaching methods to establish a new blended online teaching model and demonstrated its feasibility and effectiveness. OBJECTIVE: This study aims to demonstrate the feasibility and effectiveness of a new blended pedagogical method that uses the WeChat platform and combines PBL, CBL and paper review. METHODS: We enrolled 22 students participating in the Department of Paediatric Orthopaedics. They participated in the WeChat blended pedagogy mode. Their departmental rotation examination scores were compared with those of 23 students who participated in the traditional teaching method. Moreover, an anonymous questionnaire was used to evaluate students' perceptions and experiences. RESULTS: The total average scores of students who participated in the WeChat blended pedagogy mode and the traditional teaching method were 47.27 and 44.52, respectively. There were no statistically significant differences between the online teaching mode and the traditional teaching method in terms of possessing professional accomplishment, gaining knowledge and promoting interpersonal skills (P = 0.07, P = 0.12 and P = 0.65, respectively). In terms of independent clinical thinking, self-improving capability and improving clinical skills, the scores associated with the WeChat blended pedagogy mode were 8.00, 8.00 and 6.00, whereas those associated with the traditional teaching method were 6.70, 6.87 and 7.48. The overall satisfaction with the WeChat blended pedagogy mode reached 100%. A total of 64%, 86%, 68%, 64% and 59% of students chose very large or large in response to the items concerning professional accomplishment, knowledge absorption, independent clinical thinking skills, English reading and literature exploring capacity, as well as interpersonal skills, respectively. Fifteen participants claimed that the WeChat blended pedagogy mode was less helpful to them with regard to promoting the improvement of their clinical skills. Nine students claimed that the WeChat blended pedagogy mode was time-consuming. CONCLUSIONS: Our study verified the feasibility and effectiveness of the WeChat blended pedagogy mode for undergraduate paediatric orthopaedics internships. TRIAL REGISTRATION: Retrospectively registered.

Development and Implementation of Video-Recorded Simulation Scenarios to Facilitate Case-Based Learning Discussions for Medical Students' Virtual Anesthesiology Clerkship.

Introduction: The COVID-19 pandemic presented unique challenges to medical student education. Medical student activities involving direct patient contact were limited, challenging anesthesiology programs to develop innovative means of presenting a clinical experience to trainees. In response, the Department of Anesthesiology at the University of Minnesota Medical School quickly transitioned its introductory anesthesiology clerkship to be entirely virtual. We designed the resulting curriculum to provide medical students with the most experiential learning experience possible. Methods: We created and conducted a virtual curriculum for medical students that incorporated video-recorded simulation-based scenarios to facilitate case-based learning discussions (CBLDs). At the end of their 2-week rotation, students completed a postclerkship survey with Likert-scale questions and an open-ended question intended to elicit feedback and evaluate the efficacy of the virtual curriculum. Results: Twenty-eight medical students finished the 2-week virtual anesthesiology clerkship over eight blocks, with all 28 students completing the postclerkship survey. Survey responses demonstrated that the virtual clerkship met or exceeded expectations in all areas. A majority of students (74%, 14 of the 19 who answered the associated question) felt that the faculty-led CBLD exercises were informative. All 28 students agreed or strongly agreed that the virtual assignments were valuable and facilitated learning. Discussion: We successfully implemented a virtual anesthesiology clerkship curriculum in response to constraints presented by the COVID-19 pandemic. The virtual format provides trainees with a simulated clinical experience that can be utilized not only during future pandemics but also in modern training curricula.

The role of secure instant messaging applications in medical education: Evaluating student satisfaction in a case-based learning program using Siilo.

Background: Instant messaging applications for mobile phones have recently grown in popularity among medical personnel, including both physicians and medical students. During the COVID-19 pandemic, medical education was largely transferred to virtual platforms, making such applications an increasingly important tool for medical education. "Siilo" is a secure instant messaging application that was designed for medical professionals, and offers several advantages over other instant messaging services that are vital for its use in medical settings, including information security, data encryption, and a built-in blurring tool to maintain patient privacy. In addition, Siilo allows for the creation of individual folders for each case, enabling users to conduct separate discussions about multiple patients simultaneously. Objective: To evaluate student satisfaction in a case-based learning program using Siilo as a medical education tool in improving student learning outcomes and motivation. Methods: A case-based learning program was conducted with 24 fifth-year medical students using Siilo to evaluate its effectiveness as a medical education tool. The program was evaluated through the use of pre- and post-program questionnaires and focus group discussions to assess student satisfaction. Results: The majority of students (83.3%) were highly satisfied with the Siilo platform and felt that it enhanced their learning experience, and a majority of students (79.1%) reported that the program was highly effective. Students reported that the platform was easy to use and provided a clear and organized way to follow discussions about cases. The focus group discussions further revealed that students appreciated the real-time communication and felt that the use of Siilo helped to improve the quality of communication and collaboration during the learning process. The use of Siilo as a medical education tool was found to contribute to positive relationships between doctors and students and improve student motivation for learning and outcomes. Conclusion: These findings suggest that Siilo can be a valuable resource for medical education, particularly due to its secure and convenient features, which are well-suited for use in medical settings. The use of Siilo in a case-based learning program was found to be effective in improving student satisfaction and learning outcomes and contributed to positive relationships between doctors and students. These results highlight the potential for utilizing mobile instant messaging apps as a tool for enhancing clinical teaching in medical education.

Resident Education and Virtual Medicine: A Faculty Development Session to Enhance Trainee Skills in the Realm of Telemedicine.

Introduction: COVID-19 accelerated the use of telemedicine. Subsequently, clinical sites began conducting virtual visits. Academic institutions implemented telemedicine for patient care and simultaneously had to teach residents the logistics and best practices. To meet this need, we developed a training session for faculty focused on telemedicine best practices and teaching telemedicine in the pediatric realm. Methods: We designed this training session based on institutional and society guidelines and faculty experience with telemedicine. Objectives included telemedicine documentation, triage, counseling, and ethical issues in telemedicine. We conducted all sessions in a 60-minute or 90-minute format over a virtual platform for small and large groups using case scenarios with photos, videos, and interactive questions. A novel mnemonic ABLES (awake-background-lighting-exposure-sound) was created to guide providers during the virtual exam. Following the session, participants completed a survey evaluating content and presenter effectiveness. Results: We presented the training sessions between May 2020 and August 2021 to 120 participants. Participants included pediatric fellows and faculty, reaching 75 participants locally and 45 nationally (at Pediatric Academic Society and Association of Pediatric Program Directors meetings). Sixty evaluations (response rate: 50%) showed favorable results for general satisfaction and content. Discussion: This telemedicine training session was well received by pediatric providers and addressed the need for training faculty to teach telemedicine. Future directions include adapting the training session for medical students and developing a longitudinal curriculum that applies telehealth skills learned with patients in real time.

Does Online Interprofessional Case-Based Learning Facilitate Collaborative Knowledge Construction?

Introduction: COVID-19 pandemic has caused an impact on various sectors of life, including the education sector. During the COVID-19 pandemic, education from various levels could only be carried out online by utilizing various on-line media. In Health professional education context, one of the learning activities that must be shifted in online format was interprofessional education (IPE) program. This study aimed to evaluate students' collaborative knowledge construction to evaluate the effectiveness of online interprofessional case-based learning (CBL) activities. Methods: This interventional study using quantitative and qualitative method involved a total of 476 students; consisted of 204 medical students, 39 midwifery students and 233 nursing students; who took part online interprofessional CBL. All students were divided into 34 mixed profession groups with 14 students each. To evaluate students' collaborative knowledge construction during CBL, data were collected using the Maastricht Peer Activity Rating Scale (MPARS). Qualitative data exploring students' perception regarding online IPE activity and their online CBL process were collected using Focus Group Discussion (FGD). Quantitative data were analysed using statistical tests, and the qualitative data were analysed using thematic analysis. Results: Students' scores for constructive, collaborative, and motivational activities evaluated using MPARS were considered as average to high. However, nursing students scored the lowest compared to the other two fellow professions: medical and midwifery students, on all items of the MPARS. Medical students had the highest MPARS scores. Several themes could be explored during the FGD. Discussion: This study revealed that students could engage in collaborative knowledge construction in interprofessional education implementing online interprofessional CBL. However, students thought that offline collaborative practice will better improve team bonding which is considered as prominent aspect for collaboration. This thought gives idea to the implementation of hybrid online offline learning for IPE.

Responding to racism, discrimination, and microaggressions: A student-designed case-based learning program.

In an effort to expedite the publication of articles, AJHP is posting manuscripts online as soon as possible after acceptance. Accepted manuscripts have been peer-reviewed and copyedited, but are posted online before technical formatting and author proofing. These manuscripts are not the final version of record and will be replaced with the final article (formatted per AJHP style and proofed by the authors) at a later time.

Evaluation of Student Engagement, Communication, and Collaboration during Online Group Work: Experiences of Fourth Year Veterinary Medicine Students.

Accelerated by the COVID-19 pandemic, online teaching has become widely established in higher education in recent years. However, little is known about the influence of the online environment on collaborative student activities which are an integral part of veterinary education. This study explored engagement, collaboration, and communication among fourth-year veterinary students working in groups on online case-based learning (CBL) activities. Data were collected by questionnaire (93/135) and anonymous peer assessment (98/135) at the end of the trimester. While most students (67%) enjoyed group work and 75% considered it of benefit to their learning, the results indicated that the students' interaction was mainly limited to task management and collating individual answers on shared documents. Rather than meeting online, students communicated by chat and messenger apps. Agreement of roles, rules, and the group contract were largely treated as box-ticking exercises. The conflict was the only factor that affected group work satisfaction and was largely avoided rather than addressed. Interestingly lack of student engagement in group work was not related to overall academic performance and had no impact on their end-of-term exam results. This study highlights high student satisfaction and engagement with online group CBL activities even when collaboration and communication was limited. Achieving higher levels of collaborative learning involving co-regulation of learning and metacognitive processing of learning content may require more specific, formal training in relevant skill sets from an early stage of the veterinary curriculum.

Speaking of Online Learning: Alternative Practice-Based Learning Experiences for Speech Pathologists in Australia, Ghana and Hong Kong

Speech Pathology programs usually send students to workplaces to learn clinical skills necessary for practice. During COVID-19, programs needed to respond quickly to ensure that students continued to gain the necessary experiences and skills required to progress through their program and graduate as clinicians, while simultaneously complying with COVID-19 requirements. Case studies from seven different universities in Australia, Ghana and Hong Kong described the diverse ways in which placements were adapted to be COVID-safe, taking into account local needs. Some practices which had been included in placement education prior to the pandemic, such as telepractice and simulation-based learning, were extended and developed during this time. Educators, students, clinicians and clients responded to the rapidly changing needs of the time with flexibility and innovation, utilising a variety of technologies and tools to support case-based and virtual learning opportunities. Feedback from these diverse stakeholders about the experiences was positive, despite inevitable limitations and less-than-ideal circumstances. The positive findings provided insights for consideration in the future: could strategies implemented in response to the pandemic continue to be incorporated into placement experiences, enhancing current practices and maintaining student performance outcomes? Exceptional circumstances prompted exceptional responses;flexibility and innovation were accelerated in response to the pandemic and may transform future placement-based learning opportunities. © 2022 Jemma Skeat, Josephine Ohenewa Bampoe, Susan Booth, Emily Brogan, Maya Conway, Rachel Davenport, Simone Howells, Peggy Kan, Michelle Krahe, Sally Hewat, Abigail Lewis, Alex Little, Joanne Walters, Gwendalyn Webb, & Nikki Worthington. This Open Access article is distributed under the terms of the Creative Commons Attribution Attribution-Non-Commercial No Derivatives 4.0 International License (https://creativecommons.org/licenses/by-nc-nd/4.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited and is unaltered.

Acceptance of Miro and Padlet as Collaboration Tools on Hybrid Flipped Learning & Case-Based Learning in Education 4.0 (a case study approach)

The Covid-19 pandemic has hit most countries since March 2020. For almost two years education industry has been running the distance learning process (online), and now the learning process has started to run in hybrid learning with limited face-to-face learning methods. In this case, the learning process must be pandemic-friendly but interactive, especially in higher education. Therefore, the education 4.0 era needs to use online collaboration tools like Miro and Padlet. This research aims to evaluate the effectiveness of online collaboration tools based on several hybrid flipped learning courses from the lecturer's side. This research uses a research method by distributing a questionnaire to all Lecturers from the School of Information Systems, one of Private University in Jakarta, Indonesia. They have experienced the learning process with hybrid flipped-learning and case-based learning methods for 28 courses. The result of 62 Lecturers fulfilled the questionnaire. Data analysis was using SEM-PLS in compared two online collaboration tools, which are Miro and Padlet. The result stated that for Miro, Perceived ease of Use and Social Influence affect to acceptance of Lecturers to use the tools, while for Padlet, Perceived Ease of Use affects the approval of Lecturers to use the tools. From this result, researchers can evaluate several factors that can be considered to implement online collaboration tools from the lecturer's side. © 2022 IEEE.

Effectiveness of online learning in improving optometry student's reflective abilities.

PURPOSE: Optometry education strives to develop competencies required for reflective practice in its pupils. The forced changes in academia during COVID-19 pandemic, rapid switching to online methods imposed serious challenges on the training of reflective skills. We hypothesize that the synchronous online sessions of case-based reflections are effective in imparting training for reflective practice in optometry students. METHODS: A prospective study was done with planned, synchronous, online, small group workshops for case-based reflections through the second year of optometry program during 'introduction to patient care' course. The reflective competencies were measured with a modified Groningen Reflection Ability Scale (GRAS) at the beginning and towards conclusion. Data was analysed with Mann-Whitney one tail test and qualitative thematic methods. RESULTS: Total of 104 students participated in the study. The aggregate score showed significant improvement (p<0.05) in students' reflective ability. A rising trend was seen in each component namely self-reflection, empathetic and communication reflections. DISCUSSIONS: The results demonstrate that the reflective skills can be developed using virtual patient experiences, case-based reflective practices conducted in synchronous small group workshops in online mode. Students perceived it as useful activity in developing themselves as healthcare professionals.

Zooming into the COVID Era Together.

The pre-clinical medical school curriculum provides students with extraordinary experiences in preparation to become physicians. However, it was not originally designed to be delivered remotely. The COVID-19 pandemic promptly threw the medical education process into unforeseen circumstances. A model of student-faculty collaboration created to address new challenges and implement practical solutions rapidly is presented. This model was used effectively to respond to pre-clinical educational interruptions that were imposed by the COVID-19 pandemic and maintain high-quality training. Our experience provides valuable insights and lessons learned that can be applied to the ongoing pandemic response and to future educational challenges.

A descriptive case report of telesupervision and online case-based learning for speech and language therapy students in Vietnam during the COVID-19 pandemic.

BACKGROUND:  Vietnam's first speech and language therapy (SLT) degrees commenced in 2019 utilising international educators. Continuity of the degrees was impacted by travel restrictions during the coronavirus disease 2019 (COVID-19) pandemic. OBJECTIVES:  This article presents a descriptive case report exploring the viability of online learning to continue clinical education (CE) of SLT students in Vietnam during the pandemic. METHOD:  Students were scheduled for face to face placements throughout 2021. International SLT educators were to travel to Vietnam and work with interpreters and locally trained certificate level therapists to provide placement supervision. When travel became impossible, tele-supervision by international therapists working remotely and in partnership with local therapists and interpreters was arranged. The second wave of Covid-19 excluded students from healthcare settings early in their placements. To conclude these placements, tele-supervisors led online case-based discussions with students. For subsequent placements, Vietnamese and international therapists facilitated two to three weeks of online case-based group discussions for students, using cases with videos or avatars. RESULTS:  Learning outcomes for students, as evidenced in written and oral assessments demonstrated attainment of many of the learning objectives of the placements. Satisfaction for all participants (students, tele-supervisors, online group facilitators) was high. Students will undertake face to face placements in the future; however they will commence these placements with heightened clinical reasoning and planning skills. CONCLUSION:  Online CE is possible in LMIC and, as part of a program which includes face to face placements, can support essential CE outcomes and enhance preparation for subsequent direct experiences with patients.

Case-Based Learning and Flipped Classroom for Teaching Administrative Processes

In times of confinement due to the COVID-19 pandemic, it was necessary for teachers and students to change the way they teach and learn;in that sense, this research work presents an experience of the application of Case-Based Learning and the Flipped Classroom. The work was applied with 26 students from the Professional School of Political Science and Governance of UNAMBA. The applied methodology was as follow: first, videos of 5 case studies were delivered to the students before the class session;second, in the class session each case was presented and analyzed;and third, the students created a video summary of the case to socialize with the other classmates. Subsequently, a 16-question satisfaction questionnaire was applied with 3 related factors: benefits of the Flipped Learning, use of videos, and collaboration and communication. Finally, the results show that 96.1% achieved positive evaluations in which the participants show their satisfaction with this applied strategy.

The structured learning of valuation modelling

Active learning compels non-academic students to employ deeper learning strategies. Unfortunately, established activities to encourage active learning are resource intensive and do not suit physically distanced modes of delivery. This research presents an active learning module and proposes a novel structured approach to enhance the learning and teaching of financial modelling in property education, during and after COVID-19.A review of past research presents ways to encourage deeper learning. This research is primarily based on findings from published property education research. It builds on that knowledge as it shares the design of Valuation Modelling online module and the application of Petronzi and Petronzi’s (2020) Online and Campus (OaC) model, as a response to COVID-19.The OaC model is adapted to bring forward an applied learning activity, the development of a working valuation spreadsheet. The result is higher education unit, or subject, with an Apply, Evaluate, and Solve (AES) structure that aligns with academic frameworks, and has the potential to accommodate case-based and problem-based learning activities with less reliance on human resources. The Valuation Modelling module and its incorporation into an AES framed unit of study are demonstrated as contributions of this research. [ FROM AUTHOR] Copyright of Pacific Rim Property Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Of the Use of Case Studies in Distance Learning Methods

Due to the introduction of restrictive measures caused by the coronavirus pandemic, many universities were forced to switch to a distance learning format. The article analyzes the use of cases in distance learning methods. The main requirements for the case with this approach are defined. The advantages and disadvantages of case-based learning are determined. The author's algorithm of case-learning, which consists of several stages, is presented. © 2022 IEEE.

Examining the concurrent impact of teaching and assessment format on undergraduate students' academic performance in marketing

Purpose By focusing on a Greek traditional learning university, during and post Covid-19 restrictions, the study aims at examining the concurrent effects of teaching and assessment format on students' academic performance. The inclusion of case studies in course assessment post Covid-19 restrictions is also expected to give a rough insight into students' employability skills and workplace readiness. Design/methodology/approach The academic performance of 489 undergraduate students, as determined by the grades they earned, was measured in the final exams of business-to-business marketing and integrated marketing communication courses, held in January 2021 and 2022 at a Greek public university. The primary predictor variable or interest was "teaching and assessment format", and took two values: (1) online teaching with multiple-choice assessment format (during Covid-19 restrictions) and (2) traditional classroom teaching with in-person case study and open-ended assessment format (post Covid-19 restrictions). Findings Grades were found to be affected by the participants' year of study, the type of marketing course, in which they were examined, and the teaching and assessment format employed. Either in whole or by gender, students appear to perform significantly worse in the traditional teaching with in-person case study and open-ended questions assessment format. Practical implications Good pedagogical practice in the use of digital technology is advised to incorporate diverse teaching tools and assessment methods. Originality/value Examination of the concurrent effects of teaching and assessment on academic performance unveils significant variation in students' academic performance under different formats, which may be attributable to multiple reasons.

Planning a Collection of Virtual Patients to Train Clinical Reasoning: A Blueprint Representative of the European Population.

BACKGROUND: Virtual patients (VPs) are a suitable method for students to train their clinical reasoning abilities. We describe a process of developing a blueprint for a diverse and realistic VP collection (prior to VP creation) that facilitates deliberate practice of clinical reasoning and meets educational requirements of medical schools. METHODS: An international and interdisciplinary partnership of five European countries developed a blueprint for a collection of 200 VPs in four steps: (1) Defining the criteria (e.g., key symptoms, age, sex) and categorizing them into disease-, patient-, encounter- and learner-related, (2) Identifying data sources for assessing the representativeness of the collection, (3) Populating the blueprint, and (4) Refining and reaching consensus. RESULTS: The blueprint is publicly available and covers 29 key symptoms and 176 final diagnoses including the most prevalent medical conditions in Europe. Moreover, our analyses showed that the blueprint appears to be representative of the European population. CONCLUSIONS: The development of the blueprint required a stepwise approach, which can be replicated for the creation of other VP or case collections. We consider the blueprint an appropriate starting point for the actual creation of the VPs, but constant updating and refining is needed.

Opioid Use Disorder Curriculum: Preclerkship Pharmacology Case-Based Learning Session.

Introduction: During the first year of the COVID-19 pandemic, over 93,000 Americans lost their lives to a preventable overdose. Medications for opioid use disorder (OUD) have been shown to decrease mortality in OUD but are underutilized. Through this case-based learning exercise, first-year medical students applied physiologic and pharmacologic principles to the diagnosis and treatment of OUD. Methods: Faculty facilitated a case discussion over a 1-hour large-group case-based learning (CBL) session. Facilitators utilized PowerPoint slides to illustrate graphs and figures while discussing the case. To evaluate students on the CBL learning objectives, three pharmacology exam questions were administered; students also evaluated the CBL's effectiveness in meeting educational objectives on three Likert-scale questions and via open-ended feedback. Results: First-year medical students (n = 200) completed the CBL. The mean score on the exam questions was 91%. Students agreed or strongly agreed that the CBL was an effective way to learn pharmacology principles (69%), that it reinforced pharmacologic fundamentals (70%), and that it showed how pharmacology fundamentals were important in the real world of clinical medicine (86%). Qualitative feedback on the CBL was generally positive, including satisfaction with the small-group setting and practical applications of pharmacology to clinical practice. Discussion: This CBL exercise contains content critical for preparing students to combat the modern opioid epidemic. The exercise provides an opportunity for learners to review fundamental pharmacodynamic and pharmacokinetic principles so as to ready them for clinical clerkships and beyond.