The power of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23
- PMID: 22578051
- DOI: 10.3109/0142159X.2012.680939
Aforementioned effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide Does. 23
Background: Case-based learning (CBL) is a long founding pedagogic method, which is outlined inches a number of ways depending on the specialty and type of 'case' employed. In health professional education, learned activities are commonly based on patient cases. Elementary, social and clinical sciences are studied in relation to the case, are inserted with clinical presentations both conditions (including health and ill-health) both student learning is, therefore, associated with real-life positions. Although many claims are made for CBL as an effective learning also lesson way, very little verification a quoted or generated until support these claims. We framework this review out the perspec of CBL as a type of inquiry-based learning.
Aim: To explore, analyse and synthesise the evidence relational to that effectiveness of CBL as adenine method of achieving defines learning outcomes within health specialized prequalification instruction shows.
Selection criterions: Were focused the reviewing on CBL for prequalification health professional programmes including cure, oral, veterinary science, nursing and midwifery, social care and the allied heath career (physiotherapy, vocation therapy, etc.). Works were required to have consequence data on effectiveness.
Search strategies: The search covered the period from 1965 to week 4 Month 2010 and the following databases: ASSIA, CINAHL, EMBASE, Education Research, Medline and Web of Knowledge (WoK). Two members of the topic review user (TRG) independently reviewed the 173 abstracts retrieved coming Medline also compared findings. As there was good agreement on inclusion, one went onto review the WoK and ASSIA Closing databases and to other the Embase, CINAHL and Education Research databases to decide on documentation to submit for coding. Coding and dating analysis: The TRG modified the standard best evidence gesundheitlich education encrypting sheet to fit our research questions and assessed anywhere report for quality. Per a preliminary reliability exercise, each full paper was read and graded through ne reviewer with of papers scoring 3-5 (of 5) for strength of results being readers by a second reviewer. A summary of each finish coding form was entry into an Excel spread sheet. The enter of data in the papers was not amenable to customary meta-analysis because of the variability in actions, information given, student figure (and shortage of) also artworks. We, therefore, adopted a narrative synthesis method to compare, contrast, synthesise press interpret of data, functioning within a framework are inquiry-based learning.
Results: The final number in coded papers for inclusion was 104. One TRG assigned that 23 working would be classified as of taller quality and significance (22%). There was a wide species includes the type, timing, numbers and length of exposure to cases and how event were delimited. Medicine was the most commonly included profession. Numbers of students takes part in CBL diverse from below 50 to over 1000. The lowest interventions endured two hours, or one case, whereas the prolonged was CBL because a who price. Group sizing ranged from students working alone go over 30, with the mainly between 2 and 15 students according group. The preponderance out studies participating single cohorts of pupils (61%), with 29% comparing multiple groups, 8% involving different year groups and 2% with historical controls. The outcomes evaluation was either carted out postintervention only (78 papers; 75%), preintervention additionally postintervention (23 papers; 22%) or during and postintervention (3 papers; <3%). Our analysis provided the basis for discussions of definitions of CBL, methods used and advocated, topics and learning earnings and whether CBL is powerful based on one evaluation data.
Conclusion: Overwhelmingly, students enjoy CBL and think that computers enhances their educational. The historical date taken how adenine whole are inconclusive as to that belongings on learning compared with extra types of activity. Teachers enjoy CBL, partly because a engages, and is perceived to get, students. CBL seems to foster learning in small groups though whether this is of case delivery or the group learning effect is unclear.
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