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Enhanced learning strategies of undergraduate medical students with a structured case presentation format
BACKGROUND: Improvement of the learning in undergraduate bedside teaching needs to be promoted through innovative interventions. Changes in the structured format (SF) for bedside case discussion may help students improve their learning experience and gain insights into collaborative self-directed le...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Wolters Kluwer - Medknow
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8719544/ https://www.ncbi.nlm.nih.gov/pubmed/35071630 http://dx.doi.org/10.4103/jehp.jehp_221_21 |
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author | Lehl, Sarabmeet Singh Gupta, Monica D’Cruz, Sanjay |
author_facet | Lehl, Sarabmeet Singh Gupta, Monica D’Cruz, Sanjay |
author_sort | Lehl, Sarabmeet Singh |
collection | PubMed |
description | BACKGROUND: Improvement of the learning in undergraduate bedside teaching needs to be promoted through innovative interventions. Changes in the structured format (SF) for bedside case discussion may help students improve their learning experience and gain insights into collaborative self-directed learning. The aim of the present study was to encourage collaborative and self-directed learning strategies by MBBS undergraduate students through a new case presentation format structured for this purpose. MATERIALS AND METHODS: This was an interventional study carried out in the year 2010–2011. A new SF for bedside cases presentation was developed. A comparison with the traditional format was done by holding one session in each format. Uniformity of topic and teaching style was ensured by having the sessions on pulmonary medicine cases with the same teacher. The student perspective of the educational process was analyzed using evaluation pro forma, Likert scale, and narratives. RESULTS: Ninety final year and prefinal year MBBS students participated in this study. There was significantly higher participation in history taking (50.7%) and clinical examination (60%) in the SF. A higher statistically significant number of clinical possibilities were considered in the SF (85.3% vs. 66.6%). Similarly, significantly higher number of students indulged in self-directed learning and referred to learning resources in the SF. The SF provided students an active role (96.9%), encouraged access to resources (93.9%), and control of learning (75.7%). The additional interactive session was productive (90.9%), discussions were streamlined (66.6%), and the role of a teacher was considered important (75.7%). CONCLUSION: The SF generated higher participation in the aspects of history taking, clinical examination, and consideration of differential diagnoses. It led to a perceived improvement in self-directed and collaborative learning among students. |
format | Online Article Text |
id | pubmed-8719544 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Wolters Kluwer - Medknow |
record_format | MEDLINE/PubMed |
spelling | pubmed-87195442022-01-20 Enhanced learning strategies of undergraduate medical students with a structured case presentation format Lehl, Sarabmeet Singh Gupta, Monica D’Cruz, Sanjay J Educ Health Promot Original Article BACKGROUND: Improvement of the learning in undergraduate bedside teaching needs to be promoted through innovative interventions. Changes in the structured format (SF) for bedside case discussion may help students improve their learning experience and gain insights into collaborative self-directed learning. The aim of the present study was to encourage collaborative and self-directed learning strategies by MBBS undergraduate students through a new case presentation format structured for this purpose. MATERIALS AND METHODS: This was an interventional study carried out in the year 2010–2011. A new SF for bedside cases presentation was developed. A comparison with the traditional format was done by holding one session in each format. Uniformity of topic and teaching style was ensured by having the sessions on pulmonary medicine cases with the same teacher. The student perspective of the educational process was analyzed using evaluation pro forma, Likert scale, and narratives. RESULTS: Ninety final year and prefinal year MBBS students participated in this study. There was significantly higher participation in history taking (50.7%) and clinical examination (60%) in the SF. A higher statistically significant number of clinical possibilities were considered in the SF (85.3% vs. 66.6%). Similarly, significantly higher number of students indulged in self-directed learning and referred to learning resources in the SF. The SF provided students an active role (96.9%), encouraged access to resources (93.9%), and control of learning (75.7%). The additional interactive session was productive (90.9%), discussions were streamlined (66.6%), and the role of a teacher was considered important (75.7%). CONCLUSION: The SF generated higher participation in the aspects of history taking, clinical examination, and consideration of differential diagnoses. It led to a perceived improvement in self-directed and collaborative learning among students. Wolters Kluwer - Medknow 2021-11-30 /pmc/articles/PMC8719544/ /pubmed/35071630 http://dx.doi.org/10.4103/jehp.jehp_221_21 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 Lehl, Sarabmeet Singh Gupta, Monica D’Cruz, Sanjay Enhanced learning strategies of undergraduate medical students with a structured case presentation format |
title | Enhanced learning strategies of undergraduate medical students with a structured case presentation format |
title_full | Enhanced learning strategies of undergraduate medical students with a structured case presentation format |
title_fullStr | Enhanced learning strategies of undergraduate medical students with a structured case presentation format |
title_full_unstemmed | Enhanced learning strategies of undergraduate medical students with a structured case presentation format |
title_short | Enhanced learning strategies of undergraduate medical students with a structured case presentation format |
title_sort | enhanced learning strategies of undergraduate medical students with a structured case presentation format |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8719544/ https://www.ncbi.nlm.nih.gov/pubmed/35071630 http://dx.doi.org/10.4103/jehp.jehp_221_21 |
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