Trainee doctors in medicine prefer case-based learning compared to didactic teaching
Background: Sustaining interest and promoting deep learning is a challenge in any teaching method. The purpose of the study is to find the perception of trainee doctors in Internal Medicine and teaching faculty on the usefulness of case-based learning (CBL) and to compare assessment knowledge outcom...
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Wolters Kluwer Medknow Publications
2020-01-01
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Series: | Journal of Family Medicine and Primary Care |
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Online Access: | http://www.jfmpc.com/article.asp?issn=2249-4863;year=2020;volume=9;issue=2;spage=580;epage=584;aulast=George |
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doaj-ac78f6e92293417b933167910ce7830b2020-11-25T01:39:09ZengWolters Kluwer Medknow PublicationsJournal of Family Medicine and Primary Care2249-48632020-01-019258058410.4103/jfmpc.jfmpc_1093_19Trainee doctors in medicine prefer case-based learning compared to didactic teachingTarun GeorgeRonald A. B CareyO C AbrahamTunny SebastianMinnie F FaithBackground: Sustaining interest and promoting deep learning is a challenge in any teaching method. The purpose of the study is to find the perception of trainee doctors in Internal Medicine and teaching faculty on the usefulness of case-based learning (CBL) and to compare assessment knowledge outcome with didactic seminars. Methods and Materials: We developed and conducted a CBL teaching program on eight topics in infectious diseases. First group had CBL and second group had didactic seminars. In step 1, a clinical case was introduced in stages. Learning objectives were formulated and topics were divided among the trainees. At step 2, trainees shared what they had learnt from self-directed learning. Faculty summarized the case and learning points. In the seminar group, trainees made presentations on the given topics. Trainees who had CBL underwent a questionnaire survey. Multiple choice questions-based test was administered for both the groups. Results: The trainee doctors and staff overwhelmingly found CBL to be more interesting, stimulating, and useful compared to didactic seminars. There was no statistical difference in the test scores. Conclusions: CBL is a useful and interesting method of learning and should be employed more often in teaching for trainee doctors.http://www.jfmpc.com/article.asp?issn=2249-4863;year=2020;volume=9;issue=2;spage=580;epage=584;aulast=Georgecase-based learningcase-based teachingmedical education |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Tarun George Ronald A. B Carey O C Abraham Tunny Sebastian Minnie F Faith |
spellingShingle |
Tarun George Ronald A. B Carey O C Abraham Tunny Sebastian Minnie F Faith Trainee doctors in medicine prefer case-based learning compared to didactic teaching Journal of Family Medicine and Primary Care case-based learning case-based teaching medical education |
author_facet |
Tarun George Ronald A. B Carey O C Abraham Tunny Sebastian Minnie F Faith |
author_sort |
Tarun George |
title |
Trainee doctors in medicine prefer case-based learning compared to didactic teaching |
title_short |
Trainee doctors in medicine prefer case-based learning compared to didactic teaching |
title_full |
Trainee doctors in medicine prefer case-based learning compared to didactic teaching |
title_fullStr |
Trainee doctors in medicine prefer case-based learning compared to didactic teaching |
title_full_unstemmed |
Trainee doctors in medicine prefer case-based learning compared to didactic teaching |
title_sort |
trainee doctors in medicine prefer case-based learning compared to didactic teaching |
publisher |
Wolters Kluwer Medknow Publications |
series |
Journal of Family Medicine and Primary Care |
issn |
2249-4863 |
publishDate |
2020-01-01 |
description |
Background: Sustaining interest and promoting deep learning is a challenge in any teaching method. The purpose of the study is to find the perception of trainee doctors in Internal Medicine and teaching faculty on the usefulness of case-based learning (CBL) and to compare assessment knowledge outcome with didactic seminars. Methods and Materials: We developed and conducted a CBL teaching program on eight topics in infectious diseases. First group had CBL and second group had didactic seminars. In step 1, a clinical case was introduced in stages. Learning objectives were formulated and topics were divided among the trainees. At step 2, trainees shared what they had learnt from self-directed learning. Faculty summarized the case and learning points. In the seminar group, trainees made presentations on the given topics. Trainees who had CBL underwent a questionnaire survey. Multiple choice questions-based test was administered for both the groups. Results: The trainee doctors and staff overwhelmingly found CBL to be more interesting, stimulating, and useful compared to didactic seminars. There was no statistical difference in the test scores. Conclusions: CBL is a useful and interesting method of learning and should be employed more often in teaching for trainee doctors. |
topic |
case-based learning case-based teaching medical education |
url |
http://www.jfmpc.com/article.asp?issn=2249-4863;year=2020;volume=9;issue=2;spage=580;epage=584;aulast=George |
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