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Research article
Henriette Loeffler-Stastka
Medical University of Vienna
Corresponding Author
ORCiD: https://orcid.org/0000-0001-8785-0435
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background
Case-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students’ procedural knowledge in practice or employ comparison or control groups in isolating causal relationships.
Methods
Utilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom’s taxonomy.
In this study, Objective Structured Clinical Examination (OSCE) results from (n=619) medical students in 2013 before CBBL implementation, and after CBBL implementation in 2015 (n=624) and 2016 (n=643) were analyzed.
Results
A significant improvement (adjusted p=.002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min=0, max=25).
Conclusion
E-Case-Based Learning is an effective tool in increasing student satisfaction, improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.
Keywords
competence, performance, case-based learning, case-based blended learning, Bloom’s taxonomy
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CURRENT STATUS: Published
View the published article at BMC Medical Education.
No community comments so far
Editorial decision: Accept
On 20 Nov, 2019
Editor assigned
On 19 Nov, 2019
Submission checks complete
On 18 Nov, 2019
Editor invited
On 18 Nov, 2019
No comments provided
Editorial decision: Minor revision
On 16 Nov, 2019
Review #2 received
Received 31 Aug, 2019
Review #1 received
Received 13 Aug, 2019
Reviewer #2 agreed
On 10 Aug, 2019
Reviewer #1 agreed
On 08 Aug, 2019
Editor assigned
On 07 Aug, 2019
Reviewers invited
Invitations sent on 07 Aug, 2019
Submission checks complete
On 06 Aug, 2019
Editor invited
On 06 Aug, 2019
Version 2
Posted 05 Aug, 2019
No comments provided
Review #2 received
Received 01 Aug, 2019
Editorial decision: Major revision
On 01 Aug, 2019
Review #1 received
Received 01 Aug, 2019
Reviewer #2 agreed
On 19 Jul, 2019
Reviewers invited
Invitations sent on 18 Jul, 2019
Reviewer #1 agreed
On 18 Jul, 2019
Editor assigned
On 16 Jul, 2019
Submission checks complete
On 15 Jul, 2019
Editor invited
On 15 Jul, 2019
No comments provided
Editorial decision: Revise before sending to peer reviewers
On 15 Jul, 2019
Submission checks complete
On 09 Jul, 2019
Editor assigned
On 09 Jul, 2019
Editor invited
On 08 Jul, 2019
First submitted
On 06 Jul, 2019
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HTML Views: ...
Subject Areas
Educational Philosophy and Theory
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A new preprint design is coming!
We have improved readability, clarity, accessibility, and opportunities for engagement.
See the published version of this preprint at BMC Medical Education.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
Henriette Loeffler-Stastka
Medical University of Vienna
Corresponding Author
ORCiD: https://orcid.org/0000-0001-8785-0435
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Published
View the published article at BMC Medical Education.
No community comments so far
Editorial decision: Accept
On 20 Nov, 2019
Editor assigned
On 19 Nov, 2019
Submission checks complete
On 18 Nov, 2019
Editor invited
On 18 Nov, 2019
No comments provided
Editorial decision: Minor revision
On 16 Nov, 2019
Review #2 received
Received 31 Aug, 2019
Review #1 received
Received 13 Aug, 2019
Reviewer #2 agreed
On 10 Aug, 2019
Reviewer #1 agreed
On 08 Aug, 2019
Editor assigned
On 07 Aug, 2019
Reviewers invited
Invitations sent on 07 Aug, 2019
Submission checks complete
On 06 Aug, 2019
Editor invited
On 06 Aug, 2019
Version 2
Posted 05 Aug, 2019
No comments provided
Review #2 received
Received 01 Aug, 2019
Editorial decision: Major revision
On 01 Aug, 2019
Review #1 received
Received 01 Aug, 2019
Reviewer #2 agreed
On 19 Jul, 2019
Reviewers invited
Invitations sent on 18 Jul, 2019
Reviewer #1 agreed
On 18 Jul, 2019
Editor assigned
On 16 Jul, 2019
Submission checks complete
On 15 Jul, 2019
Editor invited
On 15 Jul, 2019
No comments provided
Editorial decision: Revise before sending to peer reviewers
On 15 Jul, 2019
Submission checks complete
On 09 Jul, 2019
Editor assigned
On 09 Jul, 2019
Editor invited
On 08 Jul, 2019
First submitted
On 06 Jul, 2019
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
License:
This work is licensed under a CC BY 4.0 License. Read Full License
View the published article at BMC Medical Education.
Background
Case-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students’ procedural knowledge in practice or employ comparison or control groups in isolating causal relationships.
Methods
Utilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom’s taxonomy.
In this study, Objective Structured Clinical Examination (OSCE) results from (n=619) medical students in 2013 before CBBL implementation, and after CBBL implementation in 2015 (n=624) and 2016 (n=643) were analyzed.
Results
A significant improvement (adjusted p=.002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min=0, max=25).
Conclusion
E-Case-Based Learning is an effective tool in increasing student satisfaction, improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.
Figure 1
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