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Case Studies

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Multiple cases in case-based learning: A qualitative description study.

Arnaldo Perez¹, Madison Howey¹, Jacqueline L Green¹

¹School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada.

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe

|February 13, 2023

Summary

Dental students prefer multiple case-based learning (CBL) that mirrors clinical practice and board exams. Effective CBL involves authentic, challenging cases with sufficient clinical detail for knowledge application and engagement.

Keywords:

case-based learning dental education qualitative research

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Area of Science:

Dental Education
Medical Pedagogy
Oral Pathology

Background:

Case-based learning (CBL) is a key active learning strategy in health professions education.
Optimal approaches for utilizing multiple cases in CBL remain underexplored.
This study investigates dental students' perspectives on multiple case-based learning in oral pathology.

Purpose of the Study:

To explore dental student views on multiple case-based learning in oral pathology.
To identify key characteristics of effective cases and approaches in multiple CBL sessions.
To gather recommendations for improving multiple CBL in dental education.

Main Methods:

Qualitative descriptive study design.
Semi-structured, individual interviews with 21 third- and fourth-year dental students.
Inductive, manifest thematic analysis of interview data.

Main Results:

Approach-level themes: preparation for clinical practice/board exams, maximizing exposure, knowledge application, and engagement within time constraints.
Case-level themes: challenging yet manageable cases, linking to lectures, providing sufficient clinical information, and using authentic, common cases with atypical presentations.
Identified themes covered case definitions, benefits, implementation conditions, and improvement recommendations.

Conclusions:

Multiple case-based learning requires careful consideration of cases individually, collectively, purposefully, and contextually.
Further research evaluating learning and behavioral outcomes is necessary to confirm the effectiveness of different CBL approaches and case characteristics.