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Enhancing medical education with chatbots: a randomized controlled trial on standardized patients for colorectal cancer.
BMC Med Educ
December 2024
School of Public Health, Peking University, Beijing, China.
Introduction: Combination of Standardized Patient (SP) and Case Based Learning (CBL) is a common method in medical education, but traditional SP (TSP) may not be conducive to students' mastery of basic medical knowledge and the cultivation of clinical thinking. Therefore, it is necessary to innovate SP to optimize SP combined with CBL teaching method.
Objective: This study aims to explore the effectiveness of a chatbot utilizing standardized patients based on CBL (CSP-CBL) for colorectal cancer education.
The role of combined problem-based learning (PBL) and case-based learning (CBL) teaching methodologies in dental education.
J Educ Health Promot
October 2024
Department of Pediatric Dentistry Sharavathi Dental College, Shivamogga, Karnataka, India.
Background: Innovative methods of teaching such as problem-based learning (PBL) and case-based learning (CBL) have shown promising results in academic understanding and application and enable one to manage their patients in a better manner. The study aimed to analyze the role of a combination of PBL and CBL teaching methodologies in a dental teaching institute in India.
Materials And Methods: This prospective, cross-sectional randomized study comprised 500 students divided into two study groups, each consisting of 250 participants.
Comparison of case-based learning and traditional teaching methods in advanced breast cancer education for oncology residents in the standardized training.
Biochem Mol Biol Educ
December 2024
Key Laboratory of Carcinogenesis and Translational Research (Ministry of Education/Beijing), Department of Breast Oncology, Peking University Cancer Hospital and Institute, Beijing, China.
Case-based learning (CBL) is a learner-centric educational approach that fosters independent learning and exploration through case analysis, guided by teachers' heuristic instruction. The study aimed to evaluate the efficacy of CBL versus traditional teaching methods in advanced breast cancer education for residents. In this randomized controlled trial, 40 residents undergoing standardized training in the Department of Breast Oncology at Peking University Cancer Hospital were enrolled and were equally divided into CBL and traditional teaching groups.
View Article and Find Full Text PDFA technology-enabled collaborative learning model (Project ECHO) to upskill primary care providers in best practice pain care.
Aust J Prim Health
December 2024
Pain Management Research Institute, The University of Sydney, Ground Floor, Douglas Building, Royal North Shore Hospital, St Leonards, Sydney, NSW 2065, Australia.
Background The South Australian (SA) Chronic Pain Extension for Community Healthcare Outcomes (ECHO) Network was established to upskill primary care providers in best practice pain care aligned to a patient-centred, biopsychosocial approach using didactic and case-based virtual mentoring sessions. The aims of this study were to assess: (a) participation, satisfaction (relevance, satisfaction with format and content, perceptions of the mentorship environment), learning (perceived knowledge gain, change in attitudes), competence (self-confidence) and performance (intention to change practice, perceived practice change) of the ECHO Network clinician participants; and (b) self-perceived barriers at the clinical, service and system level to applying the learnings. Methods A mixed methods, participatory evaluation approach was undertaken.
View Article and Find Full Text PDFEvaluation of modified essay questions (MEQs) as an assessment tool in third-year medical students' modular summative assessment.
BMC Med Educ
December 2024
Medical Education Department, Faculty of Medicine, Dar Al Uloom University, Riyadh, Saudi Arabia.
Aim: Whether case-based modified essay questions (MEQs) are crucial to summative assessment in medical curriculum is still debatable. The current study aimed to evaluate third-year medical students' performance in case-based MEQs and multiple-choice questions (MCQs) in summative assessment in the endocrine module.
Methods: Students' scores in mid and final module MEQs and MCQs were analyzed over four successive years from 2018/2019 to 2021/2022, where comparisons were made between students' scores in MEQs and MCQs, and between scores of students of different categories.
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