LEARNING APPROACHES OF MEDICAL STUDENTS IN A CASE-BASED LEARNING CURRICULUM IN PRE-CLINICAL YEAR

Objective: To determine the learning approaches of medical students in their pre-clinical years in a case based learning curriculum. Study Design: Descriptive (Quantitative) study. Place and Duration of Study: Army Medical College Rawalpindi Pakistan, from Jan 2017 to Jul 2017. Materials...

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Autores principales:	Ambreen Gul, Ahsan Altaf, Khadija Qamar, Noor- Ul Huda, Hania Liaqat
Formato:	article
Lenguaje:	EN
Publicado:	Army Medical College Rawalpindi 2018
Materias:	case-based learning learning approaches Medicine R Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/7c0f649d569c46319588e79ac89145c5
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spelling	oai:doaj.org-article:7c0f649d569c46319588e79ac89145c52021-11-30T03:01:52ZLEARNING APPROACHES OF MEDICAL STUDENTS IN A CASE-BASED LEARNING CURRICULUM IN PRE-CLINICAL YEAR0030-96482411-8842https://doaj.org/article/7c0f649d569c46319588e79ac89145c52018-12-01T00:00:00Zhttps://www.pafmj.org/index.php/PAFMJ/article/view/2607/2122https://doaj.org/toc/0030-9648https://doaj.org/toc/2411-8842Objective: To determine the learning approaches of medical students in their pre-clinical years in a case based learning curriculum. Study Design: Descriptive (Quantitative) study. Place and Duration of Study: Army Medical College Rawalpindi Pakistan, from Jan 2017 to Jul 2017. Materials and Methods: Two hundred students from 2nd year MBBS participated in the study by filling a 52 items questionnaire-Approach and study skills inventory for students. Students’ scores were measured separately for surface, deep and strategic approaches. Gender difference regarding the preferred approach of students was also found out. Analysis was carried out by using student t-test on Microsoft Excel Sheet. Results: There is a significant difference (p-value <0.05) between the number of surface learners when compared with number of deep and strategic learners. A preference for the deep or strategic approaches has been noticed in both female and male students. Conclusion: The study provided evidence that even in very initial years of medical studies where case based learning has been introduced as a student-centered strategy, it is promoting a deep or strategic learning approach in medical students. These approaches have been considered helpful in making students lifelong learners. It also helps in identifying the surface learners at the same time. Their identification will help and guide teaching faculty and the curriculum planners about the scope of different teaching modalities to be used in the best interest of the students.Ambreen GulAhsan AltafKhadija QamarNoor- Ul HudaHania LiaqatArmy Medical College Rawalpindiarticlecase-based learninglearning approachesMedicineRMedicine (General)R5-920ENPakistan Armed Forces Medical Journal, Vol 68, Iss 6, Pp 1749-1754 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	case-based learning learning approaches Medicine R Medicine (General) R5-920
spellingShingle	case-based learning learning approaches Medicine R Medicine (General) R5-920 Ambreen Gul Ahsan Altaf Khadija Qamar Noor- Ul Huda Hania Liaqat LEARNING APPROACHES OF MEDICAL STUDENTS IN A CASE-BASED LEARNING CURRICULUM IN PRE-CLINICAL YEAR
description	Objective: To determine the learning approaches of medical students in their pre-clinical years in a case based learning curriculum. Study Design: Descriptive (Quantitative) study. Place and Duration of Study: Army Medical College Rawalpindi Pakistan, from Jan 2017 to Jul 2017. Materials and Methods: Two hundred students from 2nd year MBBS participated in the study by filling a 52 items questionnaire-Approach and study skills inventory for students. Students’ scores were measured separately for surface, deep and strategic approaches. Gender difference regarding the preferred approach of students was also found out. Analysis was carried out by using student t-test on Microsoft Excel Sheet. Results: There is a significant difference (p-value <0.05) between the number of surface learners when compared with number of deep and strategic learners. A preference for the deep or strategic approaches has been noticed in both female and male students. Conclusion: The study provided evidence that even in very initial years of medical studies where case based learning has been introduced as a student-centered strategy, it is promoting a deep or strategic learning approach in medical students. These approaches have been considered helpful in making students lifelong learners. It also helps in identifying the surface learners at the same time. Their identification will help and guide teaching faculty and the curriculum planners about the scope of different teaching modalities to be used in the best interest of the students.
format	article
author	Ambreen Gul Ahsan Altaf Khadija Qamar Noor- Ul Huda Hania Liaqat
author_facet	Ambreen Gul Ahsan Altaf Khadija Qamar Noor- Ul Huda Hania Liaqat
author_sort	Ambreen Gul
title	LEARNING APPROACHES OF MEDICAL STUDENTS IN A CASE-BASED LEARNING CURRICULUM IN PRE-CLINICAL YEAR
title_short	LEARNING APPROACHES OF MEDICAL STUDENTS IN A CASE-BASED LEARNING CURRICULUM IN PRE-CLINICAL YEAR
title_full	LEARNING APPROACHES OF MEDICAL STUDENTS IN A CASE-BASED LEARNING CURRICULUM IN PRE-CLINICAL YEAR
title_fullStr	LEARNING APPROACHES OF MEDICAL STUDENTS IN A CASE-BASED LEARNING CURRICULUM IN PRE-CLINICAL YEAR
title_full_unstemmed	LEARNING APPROACHES OF MEDICAL STUDENTS IN A CASE-BASED LEARNING CURRICULUM IN PRE-CLINICAL YEAR
title_sort	learning approaches of medical students in a case-based learning curriculum in pre-clinical year
publisher	Army Medical College Rawalpindi
publishDate	2018
url	https://doaj.org/article/7c0f649d569c46319588e79ac89145c5
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LEARNING APPROACHES OF MEDICAL STUDENTS IN A CASE-BASED LEARNING CURRICULUM IN PRE-CLINICAL YEAR

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