Yasin I Tayem1. 1. Department of Physiology & Pharmacology, School of Medicine, Al-Quds University, Jerusalem, Palestine, E-mail: yasin.tayem@gmail.com.
Abstract
OBJECTIVES: This study aimed to measure medical students' perceptions of incorporating small group case-based learning (CBL) in traditional pharmacology lectures. METHODS: Data were collected from third-year students (N = 68; 57% males, 43% females) at Al Quds University Medical School, Palestine. The students were offered a CBL-incorporated Pharmacology-2 course after they had been taught Pharmacology-1 in the traditional format during the preceding semester. Student attitudes towards the restructured course were examined by a self-administered structured questionnaire. RESULTS: The majority of students thought that CBL was an effective learning tool for them (82%) and that it improved their learning skills (83%), independent learning skills (74%), analytical skills (70%), and their level of preparation for exams (75%). Most students reported that team discussions addressed lecture objectives (84%). Regarding cases discussed, most responders said that the cases were appropriate to the lecture topics (96%) and that the time allocated for case discussion was sufficient (86%). A large proportion of students thought that CBL improved their communication and collaborative skills (68% and 80%, respectively) and ability to work within a team (79%). CONCLUSION: Pharmacology-2 course restructuring led to a significant improvement of self-reported student satisfaction, motivation, and engagement.
OBJECTIVES: This study aimed to measure medical students' perceptions of incorporating small group case-based learning (CBL) in traditional pharmacology lectures. METHODS: Data were collected from third-year students (N = 68; 57% males, 43% females) at Al Quds University Medical School, Palestine. The students were offered a CBL-incorporated Pharmacology-2 course after they had been taught Pharmacology-1 in the traditional format during the preceding semester. Student attitudes towards the restructured course were examined by a self-administered structured questionnaire. RESULTS: The majority of students thought that CBL was an effective learning tool for them (82%) and that it improved their learning skills (83%), independent learning skills (74%), analytical skills (70%), and their level of preparation for exams (75%). Most students reported that team discussions addressed lecture objectives (84%). Regarding cases discussed, most responders said that the cases were appropriate to the lecture topics (96%) and that the time allocated for case discussion was sufficient (86%). A large proportion of students thought that CBL improved their communication and collaborative skills (68% and 80%, respectively) and ability to work within a team (79%). CONCLUSION: Pharmacology-2 course restructuring led to a significant improvement of self-reported student satisfaction, motivation, and engagement.
Entities:
Keywords:
Case-based learning; Pharmacology; Small group learning
Authors: Jill Elizabeth Thistlethwaite; David Davies; Samilia Ekeocha; Jane M Kidd; Colin MacDougall; Paul Matthews; Judith Purkis; Diane Clay Journal: Med Teach Date: 2012 Impact factor: 3.650
Authors: Yasin I Tayem; Henry James; Khalid A J Al-Khaja; Rima L A Razzak; Bhagath K Potu; Reginald P Sequeira Journal: Sultan Qaboos Univ Med J Date: 2015-08-24
Authors: Kamal Shigli; Y B Aswini; Deepti Fulari; Banashree Sankeshwari; Dayanand Huddar; M Vikneshan Journal: J Indian Prosthodont Soc Date: 2017 Jan-Mar