دورية أكاديمية
Is Case Based Learning Better than Self Directed Learning? A Quantitative Analysis of Endocrine Physiology Exam Scores and Students' Feedback
| العنوان: | Is Case Based Learning Better than Self Directed Learning? A Quantitative Analysis of Endocrine Physiology Exam Scores and Students' Feedback |
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| المؤلفون: | Sadia Ahsin, Hira Ashraf, Madiha Imran, Gule Naghma Saeed |
| المصدر: | Journal of Islamic International Medical College, Vol 16, Iss 3, Pp 195-199 (2021) |
| بيانات النشر: | Riphah International University, Islamabad, 2021. |
| سنة النشر: | 2021 |
| المجموعة: | LCC:Medicine |
| مصطلحات موضوعية: | case-based-learning, endocrine, module, self-directed-learning., Medicine |
| الوصف: | Objective: To compare the effectiveness of CBL and SDL through end-of-module assessment scores of two groups of students studying endocrine physiology in the second year MBBS program and through student’s experience about it. Study Design: Quasi experimental study. Place and Duration of Study: Foundation University, Islamabad, Department of Physiology, conducted in 4 months duration, starting from April till August 2020. Materials and Methods: This study was conducted on second year MBBS students (group A) who were formally introduced to case-based learning sessions during Endocrine Module. The end-of-module physiology exam scores of this class were compared to endocrine module result scores of the previous class (group B), who had been taught through self-directed learning sessions during their endocrine module. Dividing same class into two groups would deprive one group from new learning strategy therefore scores of previous classes taught through SDLs were used. The number of sessions, learning objectives, facilitators, examiners, and assessment methods for both classes were ensured to be kept similar. Results: Quantitative analysis of scores between the two groups using SPSS 23 was statistically significant (p-value = 0.001) through independent t test. Out of 143 students in group A, 96.5% passed while in group B 95% were declared pass. The above average scorers were 52% in group A and 29% in group B. Qualitative assessment of feedback questionnaire done by descriptive analysis, depicted positive impact of case-based learning sessions on students’ self-perceived learning, communication skills and problem solving. Conclusion: case-based learning sessions was found to be more effective learning strategy than self-directed-learning sessions. |
| نوع الوثيقة: | article |
| وصف الملف: | electronic resource |
| اللغة: | English |
| تدمد: | 1815-4018 2410-5422 |
| Relation: | https://journals.riphah.edu.pk/index.php/jiimc/article/view/1127; https://doaj.org/toc/1815-4018; https://doaj.org/toc/2410-5422 |
| URL الوصول: | https://doaj.org/article/5d22608388014fd2bff637b735f6be2b |
| رقم الأكسشن: | edsdoj.5d22608388014fd2bff637b735f6be2b |
| قاعدة البيانات: | Directory of Open Access Journals |
Full Text Finder | تدمد: | 18154018 24105422 |
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