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Evaluation of a basic-clinical integrated pharmacology case-based learning program from a student perspective using

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Korean Journal of Medical Education
|October 17, 2024
PubMed
Summary

Case-based learning (CBL) effectively integrated basic and clinical medical education, with students reporting high satisfaction. This approach, evaluated using the Context, Input, Process, and Product (CIPP) model, shows promise for future medical curricula.

Keywords:
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Area of Science:

  • Medical Education
  • Curriculum Development
  • Educational Evaluation

Background:

  • Integrating basic science with clinical practice is crucial for medical student competency.
  • Case-based learning (CBL) offers a pedagogical approach to bridge this gap.
  • Systematic evaluation frameworks are needed to assess the effectiveness of such integrated programs.

Purpose of the Study:

  • To systematically evaluate the effectiveness of a case-based learning (CBL) program.
  • To assess the integration of basic and clinical sciences in a medical curriculum.
  • To utilize the Context, Input, Process, and Product (CIPP) model for comprehensive program evaluation.

Main Methods:

  • A CBL program was implemented in the pharmacology course for first-year medical students.
  • A CIPP model-based questionnaire assessed needs, goals, resources, management, and outcomes.
  • Factor analysis refined the questionnaire from 28 to 18 items; 37 students completed the satisfaction survey.

Main Results:

  • Learner satisfaction with the CBL program averaged 4.17 on a 5-point scale.
  • The program demonstrated operational effectiveness and positive outcomes.
  • Students perceived the integrated basic and clinical components favorably.

Conclusions:

  • The evaluated CBL model is effective for integrating basic and clinical medical education.
  • The CIPP evaluation model provides a robust framework for assessing educational programs.
  • This integrated teaching and evaluation model can be adapted for various medical disciplines.