The Creation of a Collaborative, Case-Based Learning Experience in a Large-Enrollment Classroom

Area of Science:

• Medical Education
• Pedagogical Research

Background:

• Passive learning methods, such as didactic lectures, are prevalent in medical education despite evidence of suboptimal learning outcomes.
• Faculty often continue to use traditional teaching methods due to inertia or lack of accessible alternatives.

Purpose of the Study:

• To describe the development and evaluation of an active learning teaching approach called the collaborative, case-based classroom.
• To compare student preference for this active learning method versus a traditional case-based lecture in a cardiology elective.

Main Methods:

• The study implemented a novel teaching approach combining peer-assisted learning, case-based learning, and just-in-time teaching.
• Student surveys were administered to a third-year cardiology elective cohort to assess their preference and perceptions of the teaching method.

Main Results:

• The collaborative, case-based classroom approach was preferred by students over a standard case-based lecture.
• Key themes from student feedback included enhanced engagement, instructional benefit, improved clinical reasoning, greater clinical relevance, effective peer learning, and timely feedback.

Conclusions:

• The collaborative, case-based classroom is an effective active learning strategy that enhances student engagement and perceived learning in medical education.
• This pedagogical model is adaptable to various educational settings beyond the initial cardiology elective context.