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How Specific Instructional Design Elements Influence the Experience of Case-Based Collaborative Learning in a Mexican

Dominique Harz1, Ramiro Israel Esparza-Perez1,2, Amy Sullivan1,3

  • 1Program in Medical Education, Harvard Medical School, Boston, MA, USA.

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Summary

Case-based collaborative learning (CBCL) is feasible in Mexican medical education, enhancing student motivation through autonomy, competence, and relatedness. This active learning strategy proved valuable for students accustomed to traditional lectures.

Keywords:
active learningcase-based-collaborative learninginstructional designself-determination theory

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Area of Science:

  • Medical Education
  • Instructional Design
  • Active Learning Strategies

Background:

  • Case-based collaborative learning (CBCL) promotes active learning (AL) by having students independently acquire knowledge and then collaboratively apply it to case scenarios.
  • The implementation of AL strategies like CBCL is influenced by local and cultural contexts, posing challenges in higher education settings dominated by traditional lecture-based instruction.
  • This study investigated the feasibility of implementing CBCL at the University of Guadalajara, Mexico, a context where passive learning methods are prevalent.

Purpose of the Study:

  • To explore the feasibility and impact of implementing Case-based collaborative learning (CBCL) in a virtual evidence-based medicine (EBM) course for medical students in Mexico.
  • To assess the influence of CBCL on students' knowledge and attitudes compared to traditional lecture-based instruction.
  • To identify instructional design (ID) elements within CBCL that foster student motivation, guided by self-determination theory.

Main Methods:

  • A quasi-experimental design with an explanatory mixed-method approach was employed.
  • Ninety-nine fourth-year medical students were divided into a CBCL group and a lecture-based comparison group, covering identical EBM content.
  • Assessments included course exams, surveys, and focus groups to evaluate knowledge, attitudes, and the intervention's impact and feasibility, followed by thematic analysis.

Main Results:

  • Both CBCL and lecture groups demonstrated comparable knowledge acquisition, with no significant difference in exam scores.
  • Thematic analysis revealed that instructional design elements promoting autonomy, competence, and relatedness in CBCL were positively associated with students' intrinsic motivation.
  • Specific ID elements like clear objectives, readiness assessments, problem-solving, and collaborative work were key factors influencing student perception and motivation.

Conclusions:

  • Case-based collaborative learning (CBCL) is a feasible and valued instructional method for medical students in Mexico, even those accustomed to lecture-based learning.
  • A conceptual model was developed, linking specific CBCL instructional design elements to motivational domains based on self-determination theory.
  • This model provides guidance for educators aiming to adapt CBCL or similar active learning approaches to diverse local contexts and informs future research directions.