Article Sidebar
Views PDF: 28
SURVEY ON STUDENT SATISFACTION IN APPLYING CASE BASED LEARNING (CBL) METHOD IN TEACHING PSYCHIATRY AT CAN THO UNIVERSITY OF MEDICINE AND PHARMACY
Main Article Content
Abstract
Background: In the context of education, especially in the medical field, the top priority is to help learners quickly apply existing theoretical knowledge to practical applications. That requires innovation in teaching methods that are suitable for practice. Prominent among them is the situation-based learning method (CBL), which is currently widely applied in universities in Vietnam. Objectives: To survey students' satisfaction and opinions on the conversion of teaching to casebased learning. Materials and methods: A cross-sectional descriptive study was conducted on 86 medical students of Can Tho University of Medicine and Pharmacy. Results: 89.6% of students were satisfied with the conversion of teaching and learning to the Case Based Learning method, 96.5% of students said that they were proactive in CBL sessions, and the teaching materials for this method also had a high satisfaction rate (>90%) Conclusions: Students' satisfaction with the conversion of teaching and learning of psychiatric subjects to the Case Based Learning (CBL) method was 89.6%. The teaching materials also accounted for over 90% of students' positive evaluations. The CBL method should be considered for application to teaching medical curriculum modules.
Article Details
Keywords
CBL (Case Based Learning), students, clinical situations
References
2. Hara C.Y.N, Aredes N.D.A, Fonseca L.M.M, Silveira R.C.C.P, Camargo R.A.A, et al. Clinical case in digital technology for nursing students' learning: An integrative review. Nurse Education Today. 2016. 38, 119-125, doi: 10.1016/j.nedt.2015.12.002.
3. Choi E., Lindquist R., Song Y. Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning. Nurse Education Today. 2014. 34(1), 52-56, doi:10.1016/j.nedt.2013.02.012.
4. Khoa Y - Trường Đại học Y Dược Cần Thơ. 2023. Kế hoạch thiết kế video giảng dạy trực tuyến trên e-learning từ bài giảng PowerPoint.
5. Trường Đại học Y Dược Cần Thơ. 2023. Biên bản họp Hội đồng Khoa học và đào tạo xin chủ trương đổi mới chương trình đào tạo Y khoa theo chuẩn năng lực CBME và thông qua dự thảo quy chế tuyển sinh đại học.
6. Hassoulas A., Hoskins M., Forty L., Walters JTR., Riley S. A case-based medical curriculum for the 21st century: The use of innovative approaches in designing and developing a case on mental health. Medical Teacher. 2017. 39(5), 1-7, doi:10.1080/0142159X.2017.1296564.
7. Raza S.A., Qazi W., Umer B. Examining the impact of case-based learning on student engagement, learning motivation and learning performance among university students. Applied Research in Higher Education. 2019. 12(3), 517 - 533, doi:10.1108/JARHE-05-2019-0105.
8. Cen X.Y., Hua Y., N Siu., Yu T. Application of case-based learning in medical student education: a meta-analysis. European Review for Medical and Pharmacological Sciences. 2021. 25(8), 3173-3181, doi:10.26355/eurrev_202104_25726.
9. Zhao Y., Liu W., Wang Z., Chen X., Zhao J., et al. The Value of CBL-Based Teaching Mode in Training Medical Students’ Achievement Rate, Practical Ability, and Psychological Quality. Contrast Media & Molecular Imaging. 2022. 1 (2022), 1-6, doi:10.1155/2022/2121463.
10. Wu F., Wang T., Yin D., Xu X., Jin C., et al. Application of case-based learning in psychology teaching: a meta-analysis. BMC Medical Education. 2023. 23(1), 609, doi:10.1186/s12909-02304525-5.