Case Based Learning at an Indian Medical College
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Notice bibliographique
Résumé
Background: Current literature promotes a student-centred approach with an active learning design, as such curricula have demonstrated improvements in outcomes such as critical thinking and clinical competence. Current literature demonstrates success in North America and Europe. However, research in low-resource countries have highlighted resource- and satisfaction-related issues due to such shifts. This study implements a case-based learning (CBL) intervention at Kasturba Medical College Mangalore Campus (KMCMG), India. Faculty and undergraduate medical student perceptions are explored in order to understand the contextual factors that will lead to an effective, acceptable and feasible medical curriculum. Methods: This cross-sectional, mixed-methods study employed a Likert scale questionnaire and semi-structured focus groups to 3rd year medical students (n=248), as well as semi-structured interviews with faculty (n=10) in the Department of Community Medicine. Cases were created through a co-development process with KMCMG faculty. Questionnaire data was analyzed by descriptive statistics and qualitative data was analyzed primarily by an inductive-iterative approach. Results: Both faculty and students find CBL to be more valuable than the traditional lecture-based method, and find CBL meaningful for students as future physicians. Comments highlighted the importance of student preparedness and of trained facilitators in order to enhance the learning experience. A significantly larger proportion of Indian schooled students, versus those who studied abroad, felt that CBL helped acquire new information (p=0.016), enhanced their clinical approach (p=0.008), and believed the role of the facilitator was important (p=0.001). Conclusion: Feedback towards CBL was found to be satisfactory in all aspects, and both students and faculty would like to see more CBL sessions in the future. Limitations such as faculty shortage and the inability to use informational technology at this time should be taken into consideration when moving forward. It is recommended that a resource-light version of CBL be considered, to provide robust orientations to faculty and students, and to further engage with faculty and students in order to enhance the CBL experience.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,333 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle