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Student Evaluation of Case Studies.
Author(s) -
Jagadeesh Ashraya,
Volodymyr Mavrych,
Bolgova Olena,
Maroun Leonard,
Rajasekaran Senthil Kumar
Publication year - 2015
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.29.1_supplement.687.29
Subject(s) - curriculum , class (philosophy) , mathematics education , medical education , psychology , perception , medicine , pedagogy , computer science , artificial intelligence , neuroscience
There is strong research evidence that supports the implementation of learner centered approach as opposed to instructor centered approach in expanding knowledge base as well as increasing motivation. This study attempts to assess student evaluation and acceptance of learner centered teaching within the basic science program of a Caribbean medical school through the use of case studies in Microbiology and Anatomy to help determine its usefulness in the basic science curriculum. In addition, we gathered data to assess differences in perception relative to the student's progression in the curriculum. In both the Microbiology ((M)(3 rd Trimester) and Anatomy (A)course (1 st Trimester), case studies were prepared at the end of the relevant lecture series and handed out to students during class time. Further, students were encouraged to work in small groups to facilitate collaborative thinking in solving the case. At the end of the exercise, students answer questions in the form of multiple choice questions (MCQ ) pertaining to the cases.Upon completion of the case studies, students were surveyed using a questionnaire. We found that students in Anatomy were less comfortable with the use of case studies when compared to the Micro students (46%vs 66%)This difference appeared to be related to the stage of progression of the student in the curriculum with senior students being more receptive to the case studies. 55% of the Micro students felt it was a good use of their time while only 21% of anatomy students did so.There was a consistent opinion among students regardless of their stage in the curriculum that they did not want this activity to be graded (96% (A) and 81%(M)). Conclusion It appears that more advanced students provided a more positive evaluation.