The Use of Personal Narrative in Classroom Case Study Analysis to Improve Long-term Knowledge Retention and Cultivate Professional Qualities in Allied Health Students

This study evaluated the use of two different case study formats (clinically-oriented cases versus personally-oriented cases) to determine which was most effective in promoting long-term retention of clinically significant microbiology concepts, developing patient empathy, improving comprehension of...

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Autores principales:	Linda M. Young, Rodney P. Anderson
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2010
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/019464720396479187d79d88a72f5639
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spelling	oai:doaj.org-article:019464720396479187d79d88a72f56392021-11-15T15:04:11ZThe Use of Personal Narrative in Classroom Case Study Analysis to Improve Long-term Knowledge Retention and Cultivate Professional Qualities in Allied Health Students10.1128/jmbe.v11i2.2041935-78851935-7877https://doaj.org/article/019464720396479187d79d88a72f56392010-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v11i2.204https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885This study evaluated the use of two different case study formats (clinically-oriented cases versus personally-oriented cases) to determine which was most effective in promoting long-term retention of clinically significant microbiology concepts, developing patient empathy, improving comprehension of patient compliance problems, and facilitating student understanding of transcultural health care concerns. The analysis was conducted in multiple sections of three different introductory microbiology classes targeting specific cohorts: nursing students, pharmacy students and other allied health students (pre-med, pre-PA, CLS, etc.). Retention of course content was determined by evaluation of multiple-choice and short answer examinations at least three weeks after completing case studies. Evaluation of patient empathy, understanding of patient compliance issues and transcultural health care concerns were determined via student surveys. The results of the study indicated that personalized cases significantly improved long-term retention of course content. In addition, student responses indicated that personalized case studies were more effective in developing patient empathy and aiding students in understanding issues patients have with complying with treatment recommendations. Finally, personalized case studies were effective tools for introducing students to the challenges of transcultural health care.Linda M. YoungRodney P. AndersonAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 11, Iss 2, Pp 107-112 (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Linda M. Young Rodney P. Anderson The Use of Personal Narrative in Classroom Case Study Analysis to Improve Long-term Knowledge Retention and Cultivate Professional Qualities in Allied Health Students
description	This study evaluated the use of two different case study formats (clinically-oriented cases versus personally-oriented cases) to determine which was most effective in promoting long-term retention of clinically significant microbiology concepts, developing patient empathy, improving comprehension of patient compliance problems, and facilitating student understanding of transcultural health care concerns. The analysis was conducted in multiple sections of three different introductory microbiology classes targeting specific cohorts: nursing students, pharmacy students and other allied health students (pre-med, pre-PA, CLS, etc.). Retention of course content was determined by evaluation of multiple-choice and short answer examinations at least three weeks after completing case studies. Evaluation of patient empathy, understanding of patient compliance issues and transcultural health care concerns were determined via student surveys. The results of the study indicated that personalized cases significantly improved long-term retention of course content. In addition, student responses indicated that personalized case studies were more effective in developing patient empathy and aiding students in understanding issues patients have with complying with treatment recommendations. Finally, personalized case studies were effective tools for introducing students to the challenges of transcultural health care.
format	article
author	Linda M. Young Rodney P. Anderson
author_facet	Linda M. Young Rodney P. Anderson
author_sort	Linda M. Young
title	The Use of Personal Narrative in Classroom Case Study Analysis to Improve Long-term Knowledge Retention and Cultivate Professional Qualities in Allied Health Students
title_short	The Use of Personal Narrative in Classroom Case Study Analysis to Improve Long-term Knowledge Retention and Cultivate Professional Qualities in Allied Health Students
title_full	The Use of Personal Narrative in Classroom Case Study Analysis to Improve Long-term Knowledge Retention and Cultivate Professional Qualities in Allied Health Students
title_fullStr	The Use of Personal Narrative in Classroom Case Study Analysis to Improve Long-term Knowledge Retention and Cultivate Professional Qualities in Allied Health Students
title_full_unstemmed	The Use of Personal Narrative in Classroom Case Study Analysis to Improve Long-term Knowledge Retention and Cultivate Professional Qualities in Allied Health Students
title_sort	use of personal narrative in classroom case study analysis to improve long-term knowledge retention and cultivate professional qualities in allied health students
publisher	American Society for Microbiology
publishDate	2010
url	https://doaj.org/article/019464720396479187d79d88a72f5639
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The Use of Personal Narrative in Classroom Case Study Analysis to Improve Long-term Knowledge Retention and Cultivate Professional Qualities in Allied Health Students

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