Nicklen Peter, Keating Jenny L, Paynter Sophie, Storr Michael, Maloney Stephen
Department of Physiotherapy, Monash University, Peninsula Campus, Frankston, Victoria, Australia.
Educ Health (Abingdon). 2016 Sep-Dec;29(3):195-202. doi: 10.4103/1357-6283.204213.
Case-based learning (CBL) is an educational approach where students work in small, collaborative groups to solve problems. Computer assisted learning (CAL) is the implementation of computer technology in education. The purpose of this study was to compare the effects of a remote-online CBL (RO-CBL) with traditional face-to-face CBL on learning the outcomes of undergraduate physiotherapy students.
Participants were randomized to either the control (face-to-face CBL) or to the CAL intervention (RO-CBL). The entire 3rd year physiotherapy cohort (n = 41) at Monash University, Victoria, Australia, were invited to participate in the randomized controlled trial. Outcomes included a postintervention multiple-choice test evaluating the knowledge gained from the CBL, a self-assessment of learning based on examinable learning objectives and student satisfaction with the CBL. In addition, a focus group was conducted investigating perceptions and responses to the online format.
Thirty-eight students (control n = 19, intervention n = 19) participated in two CBL sessions and completed the outcome assessments. CBL median scores for the postintervention multiple-choice test were comparable (Wilcoxon rank sum P = 0.61) (median/10 [range] intervention group: 9 [8-10] control group: 10 [7-10]). Of the 15 examinable learning objectives, eight were significantly in favor of the control group, suggesting a greater perceived depth of learning. Eighty-four percent of students (16/19) disagreed with the statement "I enjoyed the method of CBL delivery." Key themes identified from the focus group included risks associated with the implementation of, challenges of communicating in, and flexibility offered, by web-based programs.
RO-CBL appears to provide students with a comparable learning experience to traditional CBL. Procedural and infrastructure factors need to be addressed in future studies to counter student dissatisfaction and decreased perceived depth of learning.
基于案例的学习（CBL）是一种教育方法，学生以小组合作的形式解决问题。计算机辅助学习（CAL）是将计算机技术应用于教育领域。本研究旨在比较远程在线CBL（RO-CBL）与传统面对面CBL对本科物理治疗专业学生学习成果的影响。
参与者被随机分为对照组（面对面CBL）或CAL干预组（RO-CBL）。邀请了澳大利亚维多利亚州莫纳什大学整批三年级物理治疗专业学生（n = 41）参与这项随机对照试验。结果包括干预后的多项选择题测试，以评估从CBL中学到的知识、基于可考核学习目标的学习自我评估以及学生对CBL的满意度。此外，还进行了焦点小组讨论，以调查对在线形式的看法和反应。
38名学生（对照组n = 19，干预组n = 19）参加了两次CBL课程并完成了结果评估。干预后多项选择题测试的CBL中位数分数具有可比性（Wilcoxon秩和检验P = 0.61）（中位数/满分10分[范围]干预组：9分[8 - 10分]，对照组：10分[7 - 10分]）。在15个可考核的学习目标中，有8个明显有利于对照组，表明对照组的学习深度更高。84%的学生（16/19）不同意“我喜欢CBL的授课方式”这一说法。焦点小组确定的关键主题包括基于网络的课程实施相关的风险、沟通挑战以及提供的灵活性。
RO-CBL似乎为学生提供了与传统CBL相当的学习体验。未来的研究需要解决程序和基础设施方面的因素，以应对学生的不满和学习深度感知的下降。
