Background: Current literature promotes a student-centred approach with an active learning design, as such curricula have demonstrated improvements in outcomes such as critical thinking and clinical competence. Current literature demonstrates success in North America and Europe. However, research in low-resource countries have highlighted resource- and satisfaction-related issues due to such shifts. This study implements a case-based learning (CBL) intervention at Kasturba Medical College Mangalore Campus (KMCMG), India. Faculty and undergraduate medical student perceptions are explored in order to understand the contextual factors that will lead to an effective, acceptable and feasible medical curriculum. Methods: This cross-sectional, mixed-methods study employed a Likert scale questionnaire and semi-structured focus groups to 3rd year medical students (n=248), as well as semi-structured interviews with faculty (n=10) in the Department of Community Medicine. Cases were created through a co-development process with KMCMG faculty. Questionnaire data was analyzed by descriptive statistics and qualitative data was analyzed primarily by an inductive-iterative approach. Results: Both faculty and students find CBL to be more valuable than the traditional lecture-based method, and find CBL meaningful for students as future physicians. Comments highlighted the importance of student preparedness and of trained facilitators in order to enhance the learning experience. A significantly larger proportion of Indian schooled students, versus those who studied abroad, felt that CBL helped acquire new information (p=0.016), enhanced their clinical approach (p=0.008), and believed the role of the facilitator was important (p=0.001). Conclusion: Feedback towards CBL was found to be satisfactory in all aspects, and both students and faculty would like to see more CBL sessions in the future. Limitations such as faculty shortage and the inability to use informational technology at this time should be taken into consideration when moving forward. It is recommended that a resource-light version of CBL be considered, to provide robust orientations to faculty and students, and to further engage with faculty and students in order to enhance the CBL experience. / Thesis / Master of Science (MSc)

The COVID-19 has significantly impacted the world as we know it, especially in higher education institutions. In response to COVID-19, most colleges and universities were forced to close their doors to students and switch to online learning over Zoom. Although most students are adjusted well to this new mode of education, other students, such as individuals pursuing degrees in the sciences, have difficulty adapting to the online mode of instruction. Case-based learning (CBL) is considered one of the best strategies in teaching a course like Biochemistry in a large classroom setting. Implementing CBL in biochemistry education may increase student engagement in the curriculum. Students will connect the material they learned in class to their daily lives, promoting critical thinking. The purpose of this review was to determine the effects of CBL in biochemistry education. This integrative review will focus on the various CBL study that implored in a biochemistry class setting. The review aimed to determine the implication of CBL in teaching biochemistry and assess students' views regarding the CBL.

The main purpose of this study was to design and develop a suitable and authentic online case-based learning environment for the classroom management course and to investigate the preservice teachers&rsquo / learning experience in this environment specifically in terms of problems solving skills, motivation, study habits and self-confidence. Having this purpose in mind, action research method in the form of qualitative research methodology was conducted. The main characteristic of the action research is its active and practical nature. Action research has a spiral structure and continues through action cycles. In present study, three action cycles were conducted in a spiral process. The participants of the study were 32 Elementary Science Education students (7 males and 25 females) who were third-year and enrolled classroom management course. Before the implementation, the researcher analyzed current case-based learning environments and methods in teacher education and developed the first version of the VOCABLE. During the implementation the researcher, as the assistant instructor of the course, led VOCABLE practices and made necessary revisions on VOCABLE. Through action cycles data were collected by group interviews, personal interviews, video records of the implementations, expectation and evaluation questionnaires, VOCABLE logs and, electronic posts. The data were analyzed by using descriptive and content v analysis techniques. Results showed that VOCABLE solved the preservice teachers practice problem in classroom management course. Specifically, VOCABLE contributed preservice teachers&rsquo / problem solving abilities, motivation and self-confidence. Also it helped them to be used to teaching profession. On the other hand VOCABLE did not affect their study habits.

Case-based learning (CBL) is commonly used in physical therapy curricula even though not much evidence exists as to the effectiveness of this instructional tool in physical therapy education. Through qualitative evaluation methodology, the researcher investigated the utilization and implementation of this instructional methodology in selected physical therapy curricula, as well as its perceived effectiveness by physical therapy students, faculty, and administrators. Data collection was performed through classroom observations, interviews,and focus group interviews at eight physical therapy programs across the United States that identified themselves as moderate to high implementers of CBL. Through the analysis of the qualitative data gleaned from the participants, case-based learning was found to be a very effective instructional methodology in these academic programs as described by administrators, faculty, and students alike. Specifically, case-based learning was found to effectively enhance students' learning, problem solving skills, clinical preparedness, and confidence levels. Barriers that may limit the effectiveness of the implementation and utilization of case-based learning were discussed, including stakeholder buy-in, time and cost requirements, an individual knowledge and skill with case-based learning techniques. Multiple factors were found to exist that positively influence the effectiveness of the implementation and utilization of case-based learning including techniques that make the learning experience safe, real, impactful, and empowering.

Video has been used in educational settings for several years by means of videotapes. However, the use of digital video is not very common in schools and training institutions. Moreover, the literature reports not much about using online video in teacher training purposes. This current study presents an online video-based pre-service teacher training environment, offering online video cases for teacher training purposes. The first purpose is to develop an online video-based training system for teacher training. The online teacher training system includes online video cases on various topics in teacher training. The second aim of this study is to understand what student teachers think about the video cases in the online training environment. The first phase of the study was implemented as a pilot study, and the main study included two cycles of action research. The subjects of the study were students of the Faculty of Education at Middle East Technical University who were enrolled to the CEIT321 - Foundations of Distance Education course. The evaluation of video based training questionnaire was administered to the participants and individual interviews were conducted with a selected group of students according to questionnaire scores. The results of the questionnaire proposed that the students had positive attitudes for the online video cases included in the study. In the interviews, the participants indicated their comments and proposed some improvements regarding the technical aspects and the content of video cases. Participants&#039 / reflections about the video cases and course web server logs also provided parallel findings supporting the interviews and the questionnaire.

The main purpose of the present study was to investigate the effect of case-based instruction based on conceptual change conditions to overcome 10th grade students&rsquo / misconceptions related to gas concepts. Moreover, the effect of this method on students&rsquo / attitudes toward chemistry and their perceived motivation was explored. The study was carried out during the 2008-2009 academic year at both a state high school and an Anatolian high school. A total of 128 tenth grade students were the participants of the study. One of the classes of the same chemistry teacher was randomly assigned as experimental group and one of them was control group in each school. Students in experimental groups were instructed by case-based learning based on conceptual change conditions while the control group students received traditionally designed chemistry instruction. Gas Concept Test, Attitude toward Chemistry and Motivated Strategies for Learning Questionnaire were administered to both groups of students as pretest and posttest to determine the students&rsquo / misconceptions and their understanding of gas concepts, their attitude toward chemistry and perceived motivation. Two two-way ANOVA based on gain scores were used to assess the effect of case-based learning on students&rsquo / understanding of gas concepts and attitudes toward chemistry. In addition, the effect of case-based learning on students&rsquo / perceived motivation was investigated by MANOVA based on gain scores. The results revealed that case-based learning was an effective method for overcoming students&rsquo / misconceptions about the gas concepts and promoting their attitudes and motivation towards chemistry in Anatolian high school.

Case-based reasoning is deemed an important technology to alleviate the bottleneck of knowledge acquisition in Artificial Intelligence (AI). In case-based reasoning, knowledge is represented in the form of particular cases with an appropriate similarity measure rather than any form of rules. The case-based reasoning paradigm adopts the view that an Al system is dynamically changing during its life-cycle which immediately leads to learning considerations. Within the present paper, we investigate the problem of case-based learning of indexable classes of formal languages. Prior to learning considerations, we study the problem of case-based representability and show that every indexable class is case-based representable with respect to a fixed similarity measure. Next, we investigate several models of case-based learning and systematically analyze their strengths as well as their limitations. Finally, the general approach to case-based learnability of indexable classes of formal languages is prototypically applied to so-called containmet decision lists, since they seem particularly tailored to case-based knowledge processing.

<p>This dissertation consists of three interrelated articles about supporting instructors to develop their facilitation skills both on the instructional and emotional sides during online case-based discussions. In the first study, we examined the influence of instructors with varying levels of experience on student participation and interaction in online case discussions. Findings showed that while both expert and novice instructors utilized facilitation strategies in clusters to facilitate discussions, the novice instructor displayed less flexibility as a facilitator, and these differences impacted student activeness. Our second study explored experts’ teaching practices, such as structuring, facilitating, and assessing online case discussions, and the reasons behind their decisions. We found that the experts clustered strategies during online case discussions while maintaining differences in how they implemented them. There was practical guidance provided for novice instructors that could be adapted to meet their own needs. Using a learning experience design lens, the last paper conceptually discussed opportunities for facilitating students’ emotions during online case discussions and offered suggestions that instructors can incorporate into the planning, implementation, and evaluation phases.</p>

A cooperative small group facilitated case-based learning method has been used in the medical college at the researchers educational institution since the 2003-2004 academic year. They were designed to be a supplement to a primarily lecture-based curriculum where it was believed that these cooperative cases helped students to develop a better understanding of the material taught in the lectures, although no rigorous investigations had been completed. The purpose of this study was to investigate the impact of these cooperative facilitated small group cases on five specific outcomes which included: 1) achievement, 2) knowledge confidence, 3) student satisfaction, 4) students perceived time on task, and 5) the students perceptions of the degree to which they believed a facilitator helped them to learn the material. These outcomes for cooperative learning (CL) were compared with individual learning (IL) outcomes. Quantitative data on student achievement and knowledge confidence were collected using a pre-test post-test 10 multiple choice question quiz. A brief questionnaire was also distributed to students to collect data regarding student satisfaction, time on task and perceived helpfulness of the facilitator.<p>Fifty-nine medical students were randomly assigned to either the CL or IL cohort (cooperative cohort, n = 32; individual cohort, n = 27). All students were blinded to the purpose of the study until all data were collected at the end of the investigation. Students completed the 10 multiple choice question pre-test. After each question they rated their level of confidence (on a scale from 1 to 10) that they had chosen the correct answer. Immediately after completion of the pre-test, they worked on the case, either cooperatively or individually. One week after the pre-test and case, the students completed the post-test quiz with the same questions, as well as the questionnaire.<p>A repeated-measures MANOVA was used to compare achievement and confidence in the CL (n =19) and IL (n =13) cohorts. An alpha level of .05 was used for all statistical tests. Effect sizes (d) were calculated for within-group and between-groups comparisons for achievement and confidence. Descriptive data on student satisfaction, time on task and facilitator helpfulness were gathered from the questionnaire and compared between groups.<p> Within-group results from the study showed that CL had a greater impact on student achievement and confidence than IL (achievement, d = 0.57 vs. 0.16; confidence, d = 0.52 vs. 0.14). The results for the statistical analysis did not reach significance for achievement or confidence. Between-groups effect sizes were calculated for average pre- to post-test change for achievement and confidence (achievement, d = 0.35; confidence, 0.40). Students in the CL cohort reported spending more time on task before and during the case session and less after the session. They also reported greater levels of satisfaction with the learning experience than IL group. The majority of students (90.5%) in the CL cohort felt that the facilitator helped them to learn.<p>The findings from this study showed that this CL method had a greater impact on the five outcomes outlined above compared to the IL method. Students made greater gains in achievement and confidence. They also spent more time on task, and had higher levels of satisfaction with the learning experience. Students in the CL cohort also believed that the facilitator helped them to learn. Implications of the study include possible expanded use of the cases within the curriculum of this medical college although the demands of resources and curriculum content would have to be carefully considered.

A cooperative small group facilitated case-based learning method has been used in the medical college at the researchers educational institution since the 2003-2004 academic year. They were designed to be a supplement to a primarily lecture-based curriculum where it was believed that these cooperative cases helped students to develop a better understanding of the material taught in the lectures, although no rigorous investigations had been completed. The purpose of this study was to investigate the impact of these cooperative facilitated small group cases on five specific outcomes which included: 1) achievement, 2) knowledge confidence, 3) student satisfaction, 4) students perceived time on task, and 5) the students perceptions of the degree to which they believed a facilitator helped them to learn the material. These outcomes for cooperative learning (CL) were compared with individual learning (IL) outcomes. Quantitative data on student achievement and knowledge confidence were collected using a pre-test post-test 10 multiple choice question quiz. A brief questionnaire was also distributed to students to collect data regarding student satisfaction, time on task and perceived helpfulness of the facilitator.<p>Fifty-nine medical students were randomly assigned to either the CL or IL cohort (cooperative cohort, n = 32; individual cohort, n = 27). All students were blinded to the purpose of the study until all data were collected at the end of the investigation. Students completed the 10 multiple choice question pre-test. After each question they rated their level of confidence (on a scale from 1 to 10) that they had chosen the correct answer. Immediately after completion of the pre-test, they worked on the case, either cooperatively or individually. One week after the pre-test and case, the students completed the post-test quiz with the same questions, as well as the questionnaire.<p>A repeated-measures MANOVA was used to compare achievement and confidence in the CL (n =19) and IL (n =13) cohorts. An alpha level of .05 was used for all statistical tests. Effect sizes (d) were calculated for within-group and between-groups comparisons for achievement and confidence. Descriptive data on student satisfaction, time on task and facilitator helpfulness were gathered from the questionnaire and compared between groups.<p> Within-group results from the study showed that CL had a greater impact on student achievement and confidence than IL (achievement, d = 0.57 vs. 0.16; confidence, d = 0.52 vs. 0.14). The results for the statistical analysis did not reach significance for achievement or confidence. Between-groups effect sizes were calculated for average pre- to post-test change for achievement and confidence (achievement, d = 0.35; confidence, 0.40). Students in the CL cohort reported spending more time on task before and during the case session and less after the session. They also reported greater levels of satisfaction with the learning experience than IL group. The majority of students (90.5%) in the CL cohort felt that the facilitator helped them to learn.<p>The findings from this study showed that this CL method had a greater impact on the five outcomes outlined above compared to the IL method. Students made greater gains in achievement and confidence. They also spent more time on task, and had higher levels of satisfaction with the learning experience. Students in the CL cohort also believed that the facilitator helped them to learn. Implications of the study include possible expanded use of the cases within the curriculum of this medical college although the demands of resources and curriculum content would have to be carefully considered.