Cargando…

Case-based learning: Modern teaching tool meant for present curriculum: A behavioral analysis from faculties’ perspective

BACKGROUND: Case-based learning (CBL) is an established bidirectional active learning approach where students learn concepts by solving cases or problems under the guidance of a facilitator. In the present study, the awareness and acceptance level of faculties to implement this method of teaching we...

Descripción completa

Detalles Bibliográficos
Autores principales: Das, Sibadatta, Das, Ashima, Rai, Pinki, Kumar, Naresh
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Wolters Kluwer - Medknow 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8641758/
https://www.ncbi.nlm.nih.gov/pubmed/34912908
http://dx.doi.org/10.4103/jehp.jehp_1265_20
_version_ 1784609554422562816
author Das, Sibadatta
Das, Ashima
Rai, Pinki
Kumar, Naresh
author_facet Das, Sibadatta
Das, Ashima
Rai, Pinki
Kumar, Naresh
author_sort Das, Sibadatta
collection PubMed
description BACKGROUND: Case-based learning (CBL) is an established bidirectional active learning approach where students learn concepts by solving cases or problems under the guidance of a facilitator. In the present study, the awareness and acceptance level of faculties to implement this method of teaching were assessed by behavioral analysis. MATERIALS AND METHODS: This cross-sectional study was done through two workshops organized at NDRI Karnal on December 16 and 17, 2019, and BHU Varanasi on March 1, 2020. Fifty-four faculties from different applied sciences participated. The participants were given an insight into this teaching tool through didactic lecture and hands-on training session about implementation of this method. Pre and post- session responses were compared through a set of questionnaires and the behavioral change was analyzed by using SPSS version 22. P ≤ 0.05 was considered as statistically significant. RESULTS: Only 31.5% faculties were aware of the active learning methods though 83% agreed that active learning is better than conventional teaching. 96% agreed that CBL is a better way to develop concepts and nearly 81% agreed that more learning could be done with lesser efforts. The clinical decision-making improve significantly. Pre and post-session mean scores of effectiveness of CBL as a teaching tool were 2.44 ± 0.63 and 2.72 ± 0.53, respectively. CONCLUSION: CBL originally is a mode of imparting knowledge in a student-centric bimodal learning. Acceptance to the mode is increasing among faculties despite of many deterrents.
format Online
Article
Text
id pubmed-8641758
institution National Center for Biotechnology Information
language English
publishDate 2021
publisher Wolters Kluwer - Medknow
record_format MEDLINE/PubMed
spelling pubmed-86417582021-12-14 Case-based learning: Modern teaching tool meant for present curriculum: A behavioral analysis from faculties’ perspective Das, Sibadatta Das, Ashima Rai, Pinki Kumar, Naresh J Educ Health Promot Original Article BACKGROUND: Case-based learning (CBL) is an established bidirectional active learning approach where students learn concepts by solving cases or problems under the guidance of a facilitator. In the present study, the awareness and acceptance level of faculties to implement this method of teaching were assessed by behavioral analysis. MATERIALS AND METHODS: This cross-sectional study was done through two workshops organized at NDRI Karnal on December 16 and 17, 2019, and BHU Varanasi on March 1, 2020. Fifty-four faculties from different applied sciences participated. The participants were given an insight into this teaching tool through didactic lecture and hands-on training session about implementation of this method. Pre and post- session responses were compared through a set of questionnaires and the behavioral change was analyzed by using SPSS version 22. P ≤ 0.05 was considered as statistically significant. RESULTS: Only 31.5% faculties were aware of the active learning methods though 83% agreed that active learning is better than conventional teaching. 96% agreed that CBL is a better way to develop concepts and nearly 81% agreed that more learning could be done with lesser efforts. The clinical decision-making improve significantly. Pre and post-session mean scores of effectiveness of CBL as a teaching tool were 2.44 ± 0.63 and 2.72 ± 0.53, respectively. CONCLUSION: CBL originally is a mode of imparting knowledge in a student-centric bimodal learning. Acceptance to the mode is increasing among faculties despite of many deterrents. Wolters Kluwer - Medknow 2021-10-29 /pmc/articles/PMC8641758/ /pubmed/34912908 http://dx.doi.org/10.4103/jehp.jehp_1265_20 Text en Copyright: © 2021 Journal of Education and Health Promotion https://creativecommons.org/licenses/by-nc-sa/4.0/This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms.
spellingShingle Original Article
Das, Sibadatta
Das, Ashima
Rai, Pinki
Kumar, Naresh
Case-based learning: Modern teaching tool meant for present curriculum: A behavioral analysis from faculties’ perspective
title Case-based learning: Modern teaching tool meant for present curriculum: A behavioral analysis from faculties’ perspective
title_full Case-based learning: Modern teaching tool meant for present curriculum: A behavioral analysis from faculties’ perspective
title_fullStr Case-based learning: Modern teaching tool meant for present curriculum: A behavioral analysis from faculties’ perspective
title_full_unstemmed Case-based learning: Modern teaching tool meant for present curriculum: A behavioral analysis from faculties’ perspective
title_short Case-based learning: Modern teaching tool meant for present curriculum: A behavioral analysis from faculties’ perspective
title_sort case-based learning: modern teaching tool meant for present curriculum: a behavioral analysis from faculties’ perspective
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8641758/
https://www.ncbi.nlm.nih.gov/pubmed/34912908
http://dx.doi.org/10.4103/jehp.jehp_1265_20
work_keys_str_mv AT dassibadatta casebasedlearningmodernteachingtoolmeantforpresentcurriculumabehavioralanalysisfromfacultiesperspective
AT dasashima casebasedlearningmodernteachingtoolmeantforpresentcurriculumabehavioralanalysisfromfacultiesperspective
AT raipinki casebasedlearningmodernteachingtoolmeantforpresentcurriculumabehavioralanalysisfromfacultiesperspective
AT kumarnaresh casebasedlearningmodernteachingtoolmeantforpresentcurriculumabehavioralanalysisfromfacultiesperspective