Case-Based Learning in Endocrine Physiology: An Approach toward Self-Directed Learning and the Development of Soft Skills in Medical Students

Autor/inn/en	Gade, Shubhada; Chari, Suresh
Titel	Case-Based Learning in Endocrine Physiology: An Approach toward Self-Directed Learning and the Development of Soft Skills in Medical Students
Quelle	In: Advances in Physiology Education, 37 (2013) 4, S.356-360 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00076.2012
Schlagwörter	Physiology; Case Method (Teaching Technique); Independent Study; Medical Students; Skill Development; Pretests Posttests; Intervention; Foreign Countries; Student Attitudes; Questionnaires; Instructional Effectiveness; Teaching Methods; Participant Satisfaction; India + Suchen Sie Ihr Suchwort? Physiologie; Case method; Fallmethode; Selbststudium; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Schülerverhalten; Fragebogen; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Indien
Abstract	The Medical Council of India, in the recent "Vision 2015" document, recommended curricular reforms for undergraduates. Case-based learning (CBL) is one method where students are motivated toward self-directed learning and to develop analytic and problem-solving skills. An overview of thyroid physiology was given in a didactic lecture. A paper-based case scenario of multinodular goiter was given to phase I Bachelor of Medicine, Bachelor of Surgery students in two sessions. An attitude survey of the students and teachers was done using a Likert scale ranging from strongly disagrees to strongly agree. A pretest and posttest were conducted. The students opined that CBL helped them to better their understanding of a particular topic, gave them better retention of knowledge, helped them to relate clinical conditions to basic sciences, improved soft skills such as communication skills and group dynamics, and promoted a better teacher-student relationship. There was significant improvement in student's performance when pre- and posttest scores were compared ("P" = 0.018). Furthermore, faculty members opined that CBL promoted self-study and problem-solving abilities of the students. In conclusion, CBL motivates students toward self-directed learning and to develop analytic and problem solving skills; thus, CBL could be beneficial for students' entry into clinical departments and, finally, in managing patients. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10