KMID : 0941820220320040328
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Korean Journal of Clinical Pharmacy 2022 Volume.32 No. 4 p.328 ~ p.335
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The Effectiveness of Team-based Case-based Learning Approach on the Learning Outcome: A Single Course Level in a University Setting
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Sin Hye-Yeon
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Abstract
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Background: Case-based learning (CBL) is becoming an important approach for improving interprofessional collaborationeducation. Previous studies have examined learners¡¯ satisfaction with interprofessional education (IPE) in medical institutions.
However, there are few studies on the implementation of university-led CBL interventions and their direct effects on learningoutcomes. The aim of this study was to evaluate the effectiveness of CBL interventions on changes in the participants¡¯ perceptionand knowledge acquisition ability.
Methods: The CBL approach consisted of team-based case-based learning, self-directed learning,and post-feedback. It was conducted as a single course for pharmacy students in their 5th year in a university setting. Changes in theparticipants¡¯ perceptions and self-assessments of competence levels were evaluated using survey responses. The effect of the CBLintervention on knowledge acquisition ability was directly evaluated using the exam score.
Results: The majority agreed or stronglyagreed that team-based case-based learning, and self-directed learning helped them to improve their knowledge and skills to a higherlevel and to increase the self-assessment of competency level. The average score of knowledge acquisition ability (average score of75.0, p=0.0098) was significantly higher in the CBL intervention group than the lecture-based learning intervention group (averagescore of 52.0).
Conclusion: The participants positively perceived that CBL intervention helped them to effectively improve theirknowledge and the self-assessment of competency level. It also enhanced knowledge acquisition ability. These data, based on thesurvey responses, suggest that it is necessary to implement CBL interventions in a university-led single professional education.
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KEYWORD
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interprofessional education, case-based learning, self-directed learning, knowledge acquisition
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