背景:根据主题区域和使用的\'case\',许多方法可以用来描述基于案例的学习(CBL)。大多数卫生专业教育以患者为中心。因此,临床表现和疾病与社会科学和临床科学相结合,和学生的学习是链接到现实世界的应用程序。这项研究的目的是评估医学院的医学生,国立里巴特大学,感受到CBL的实施。
方法:这项描述性横断面研究是对171名最后一年的医学生(100名女性和71名男性)进行的。学生被自愿邀请完成一份由15个封闭式问题组成的自我管理问卷,并带有5点Likert量表的回答,涵盖感知数据,意识,和CBL的障碍。
结果:医学生的CBL满意率为92.4%。医学生感知的平均值为5分之3.7分。关于对CBL的看法,65.5%的学生同意CBL对他们的学习成绩的积极影响。“8.2%”(14/171)的学生强烈同意CBL改善了团队合作,而“31.6%”(54/171)强烈反对。“36.3%”的学生强烈认为CBL提高了他们使用临床推理的能力。关于CBL障碍,53%的医学生认为每节20名参与者是一个障碍。(69%)的学生拒绝将身体存在视为障碍。“76.6%的学生同意主持人的方法和风格会对CBL会议的结果产生重大影响。
结论:总体而言,学生对CBL有积极的看法。学术表现,临床推理,团队合作,通过将CBL纳入培训模块,信息保留和检索都得到了改善。学生们一致认为,每节20名学生的小组规模是一个障碍,尽管他们对CBL有中等到极好的了解。制备CBL既费时又累人。尽管如此,学生同意CBL对学习过程有积极的影响。
BACKGROUND: Depending on the subject area and the \'case\' used, many methods can be used to describe case-based learning (CBL). The majority of health professional education is patient-centered. As a result, clinical presentations and diseases are combined with social and clinical sciences, and student learning is linked to real-world applications. The purpose of this study was to evaluate how medical students at the Faculty of Medicine, National Ribat University, felt about the implementation of CBL.
METHODS: This descriptive cross-sectional study was conducted on 171 final-year medical students (100 females and 71 males). Students were voluntarily invited to complete a self-administered questionnaire consisting of 15 closed-ended questions with 5-point Likert scale responses, covering data on perception, awareness, and barriers to CBL.
RESULTS: The
CBL satisfaction rate among medical students was 92.4%. The mean value of the medical student\'s perception was 3.7 out of 5. Regarding perceptions of
CBL, 65.5% of students agreed with the positive impact of
CBL on their academic performance. \"8.2%\" (14/171) of students strongly concur that CBL improved teamwork, while \"31.6%\" (54/171) strongly disagree. \"36.3%\" of students strongly believe that CBL improved their ability to use clinical reasoning. Regarding CBL barriers, 53% of medical students considered a group of twenty participants per session to be a barrier. (69%) of students refused to consider physical presence as a barrier. \"76.6%\" of the students agreed that the moderator\'s approach and style can have a big influence on the CBL session\'s outcome.
CONCLUSIONS: Overall, students had positive perceptions of
CBL. Academic performance, clinical reasoning, teamwork, and information retention and retrieval were all improved by incorporating CBL into training modules. Students agreed that the group size of 20 students per session was a barrier, despite their moderate to excellent knowledge of CBL. Preparation for
CBL is both time-consuming and tiring. Despite this, students agree that
CBL has a positive impact on the learning process.