Alsunni Ahmed A, Rafique Nazish
Department of Physiology, College of Medicine, Imam Abdulrahman Bin Faisal University Dammam, KSA.
J Taibah Univ Med Sci. 2020 Dec 22;16(1):22-28. doi: 10.1016/j.jtumed.2020.11.009. eCollection 2021 Feb.
This study aimed to formulate and implement a case-based cardiovascular physiology module for second year clinical pharmacy (CP) students. We also evaluated the students' feedback and compared the academic performance between a case-based teaching (CBT) group and a traditional didactic lectures (TDL) group.
This descriptive quantitative study was conducted on 181 students who were divided into two groups. Group 1 (77 students) underwent TDL and the same topics were delivered to Group 2 (94 students) through CBT. A written examination was conducted at the end of both modules. A validated questionnaire was used to obtain feedback from the CBT group regarding CBT and their assessment grades (response rate - 93.6%).
Students' feedback about CBT was positive. The majority of students, 63 (72%), preferred learning and understanding through CBT, finding it an enjoyable experience. Participants stated that CBT stimulated critical thinking (67; 76%) and linked theory to practice (69, 78%). Furthermore, 70 (80%) preferred this type of teaching and assessment in the future and 70 (80%) agreed to include CBT in all preclinical subjects. Students feedback was supported by exam results: the mean percentage of exam scores in the CBT group was significantly higher in comparison to the TDL group (81.2% vs. 79%, value <0.05). Further comparison within the CBT group revealed improved student performance in "case-based" as compared to "conventional" questions (82.75% vs. 80%, value <0.05).
Students greatly appreciated CBT, as it stimulated logical thinking and active participation in the class, resulting in improved performance in exams.
本研究旨在为临床药学专业二年级学生制定并实施一个基于案例的心血管生理学模块。我们还评估了学生的反馈，并比较了基于案例教学（CBT）组和传统理论讲授（TDL）组之间的学业成绩。
本描述性定量研究对181名学生进行，他们被分为两组。第一组（77名学生）接受传统理论讲授，相同主题通过基于案例教学法传授给第二组（94名学生）。两个模块结束时都进行了书面考试。使用经过验证的问卷从基于案例教学组获取关于基于案例教学及其评估成绩的反馈（回复率 - 93.6%）。
学生对基于案例教学的反馈是积极的。大多数学生，即63名（72%），更喜欢通过基于案例教学来学习和理解，认为这是一次愉快的经历。参与者表示，基于案例教学激发了批判性思维（67名；76%）并将理论与实践联系起来（69名，78%）。此外，70名（80%）学生希望未来采用这种教学和评估方式，70名（80%）学生同意在所有临床前学科中纳入基于案例教学。学生的反馈得到了考试结果的支持：与传统理论讲授组相比，基于案例教学组的考试成绩平均百分比显著更高（81.2%对79%，P值<0.05）。在基于案例教学组内进一步比较发现，与“传统”问题相比，学生在“基于案例”问题上的表现有所提高（82.75%对80%，P值<0.05）。
学生非常赞赏基于案例教学，因为它激发了逻辑思维并促进了课堂上的积极参与，从而提高了考试成绩。
