[Evaluation of a case-based computerized learning program (CASUS) for medical students during their clinical years]

Area of Science:

• Medical Education
• Digital Learning Technologies
• Internal Medicine Training

Background:

• Ludwig-Maximilians University (LMU) in Munich utilizes computerized case presentations to supplement clinical undergraduate medical education.
• This strategy aims to develop problem-solving and differential diagnostic reasoning skills for real-patient management.
• The study focuses on the student perspective of a case-based learning (CBL) system in internal medicine.

Purpose of the Study:

• To assess the acceptance and utilization of a case-based learning system in internal medicine.
• To evaluate the impact of age and gender on student engagement with the system.
• To gather student feedback for continuous improvement of the learning system and case content.

Main Methods:

• Qualitative and quantitative methods were employed between 1999 and 2002.
• Data collected through online/printed questionnaires and electronic protocols from 380 fourth-year medical students (aged 20-34).
• Analysis focused on perceived learning success, motivation, acceptance, and reasons for non-usage, considering gender and age demographics.

Main Results:

• The case-based learning system demonstrated good acceptance and broad utilization among students.
• Voluntary use of cases increased significantly from 11% in 1999 to 31% in 2002.
• Male and older students reported higher motivation compared to female and younger students; students valued the real-life applicability.

Conclusions:

• Computerized case-based learning programs, aligned with lectures, support self-assisted learning.
• The integrated CBL concept positively contributes to the medical learning process.
• Continuous system and content refinement is supported by student feedback.