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Collaborative Learning Utilizing Case‐based Problems
Author(s) -
Hilvano Nestor T,
Mathis Karen M
Publication year - 2012
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.26.1_supplement.528.4
Subject(s) - rubric , psychomotor learning , group work , peer assessment , session (web analytics) , psychology , student engagement , cooperative learning , critical thinking , interpersonal communication , accountability , medical education , mathematics education , social skills , peer group , teaching method , computer science , medicine , social psychology , cognition , neuroscience , world wide web , political science , law , psychotherapist
Engaging students in discussion and creating high impact teaching and learning practices is a challenging aspect in every classroom. Small group discussion and poster presentations were used to solve case‐based problems to highlight issues for the learner and to allow each student to demonstrate understanding and application of theory to real life examples through open‐ended, focused questions. This study consisted of students enrolled in Anatomy and Physiology course sequence. Assessment is based on group goal and individual accountability. Rubrics for evaluation were developed for self and peer assessment of group's dynamic to ensure that every group member participates. A poster session at the University of Cincinnati Clermont College provides our students with an opportunity to explain their work to an audience, as well as generate active discussion and peer evaluations. The assessment results showed a positive significant (p value of 0.0001–0.0025) in terms of students’ knowledge, attitude and psychomotor skills. In conclusion by engaging students to work cooperatively on case‐based problems, our students had significant improvement in critical thinking skills and academic achievement, and a significant positive impact on attitude, motivation, self‐esteem, and interpersonal skills.