CASE-BASED INTERPROFESSIONAL LEARNING FOR UNDERGRADUATE HEALTHCARE STUDENTS

S. Saini¹, G. Kamath², M. Mathew³, D. Dsouza⁴, T. Palekar⁵

¹Dr D Y Patil Vidyapeeth, Physiotherapy, Pune, India, ²Manipal University College Malaysia, Medicine, Melaka, Malaysia, ³Kasturba Medical College, Pathology, Manipal, India, ⁴Dr. D. Y. Patil Vidyapeeth, Students Training & Development, Pune, India, ⁵Dr. D. Y. Patil Vidyapeeth, Physiotherapy, Pune, India

Background: A traditional teaching method is a teacher-centric approach with little involvement from the students. In contrast to that case-based interprofessional learning (CBIL) is a self-directed learning strategy using case scenarios with the understanding of interprofessional roles and is student-centric learning. Case-based learning provides opportunities for richer, deeper exploration of concepts and ideas. Students gain experience with analyzing ideas and applying concepts to solve problems or achieve goals as opposed to acquiring abstract knowledge. Case-based learning requires careful preparation and skilled facilitation on the part of teachers. It also requires students to become engaged with one another and their environment and improve a wide range of social and cognitive skills. Assessing student learning and evaluating performance requires much more than the traditional multiple-choice or short-answer tests, but clear learning objectives, performance standards and relevant criteria can enable teachers to use a more holistic approach and to better tailor activities to students’ needs.

Purpose: The purpose of this study was to introduce CBIL as a teaching/learning (T/L) method for undergraduate healthcare students and to evaluate its impact on learners.

Methods: A cross-sectional, interventional study was conducted on 134 final-year MBBS, Physiotherapy and nursing students. An interprofessional collaborative team was involved in the study and they were well informed about their roles. Cases of distal end radius fracture and prolapsed intervertebral disc were identified and taught in traditional teaching and CBIL as self-directed learning methods. The evaluation was done by pre-post multiple choice question tests. Feedback on both teaching methods was taken from the learners.

Results: There was a significant difference in the knowledge gain of the student as their performance in post-test of CBIL was better when compared with Traditional Teaching methods post-test score (p<0.001). 91 % of students agreed that CBIL helps them in achieving learning objectives, increases understanding and interest in the topic, good communication with facilitators and interprofessional role understanding. 96% of students agreed that the CBIL method increased their sensitivity toward patients’ problems.94% strongly agreed that CBIL helped them to memorize the facts easily and also increased their group interaction and made clinical learning easier and enjoyable. While 83% of students said that the Traditional Teaching Method doesn’t increase any group interaction, neither learn through this method easier or enjoyable.

Conclusions: CBIL can be used in conjunction with conventional teaching methods. It encourages students to collaborate as a team and learn on their own. It also develops their abilities for critical thinking and problem-solving.

Implications: The impact of the study can be seen in the form of increased student motivation and engagement in the topics and also there is improved student and teacher interaction. Therefore, case-based interprofessional learning can be implemented in the regular teaching-learning process.

Funding acknowledgements: No funding was required

Keywords:
Case based learning
Interprofessional learning
Tradional teaching methods

Topics:
Education: methods of teaching & learning
Education: continuing professional development

Did this work require ethics approval? Yes

Institution: Dr. D. Y. Patil Vidyapeeth

Committee: Ethics Committee - Dr. D. Y. Patil Vidyapeeth

Ethics number: DYPV/EC/803/22