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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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.
Abstract
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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