Case Based Learning at Cardiff University School of Medicine

Cardiff University School of Medicine

6 Aug 201803:09

Summary

TLDRThe transcript discusses Contextualized Learning (CBL), a method where students learn through discussion and exploration. It highlights the importance of glycogen stores and the two-week case study pattern where students are given a reveal and expected to find and validate information. The script emphasizes the development of research and teamwork skills, clinical relevance, and the integration of self-directed learning, group sessions, and placements. It also mentions the use of simulation suites for practice and the importance of proactive learning in CBL.

Takeaways

📚 **Contextualized Learning**: CBL focuses on learning through discussion and exploration, enhancing understanding and retention.
🕒 **Duration of Glycogen Stores**: Glycogen stores last about 16 hours without food intake, which is a key fact in the learning process.
📈 **Learning Outcomes**: Students are expected to identify gaps in their knowledge and actively seek out information to fill these gaps.
👩‍🏫 **Self-Directed Learning**: The process involves students finding and validating information, preparing them for independent research as doctors.
👥 **Teamwork**: Each CBL group consists of about 10 people, fostering close collaboration and essential teamwork skills for future medical practice.
🏥 **Clinical Relevance**: The curriculum is designed to make learning clinically relevant, motivating students by connecting science to practical applications.
📚 **Organization through Cases**: Learning is compartmentalized into cases, starting with limited knowledge and building up through self-directed study.
🏛️ **Diverse Learning Spaces**: Students utilize seminar rooms, libraries, anatomy centers, and lecture theaters to support various learning styles.
📅 **Placements and Practical Experience**: Weekly placements in hospitals provide real-world context, reinforcing theoretical knowledge with practical experience.
🤖 **Simulation Training**: Simulation suites offer a safe environment to practice clinical skills on mock patients before applying them in real scenarios.
🔄 **Proactive Learning Approach**: CBL requires students to be proactive in seeking information, contrasting with a passive approach to learning.

Q & A

What is CBL and how does it relate to contextualized learning?
-CBL stands for Contextualized Learning, which is a method where students learn through discussion and exploration within a context. It involves active learning and self-directed research to gain knowledge.
How long do glycogen stores typically last without eating according to the script?
-Glycogen stores last about 16 hours without eating, as mentioned in the script.
What is the usual pattern of a CBL case as described in the transcript?
-The usual pattern of a CBL case involves receiving a reveal on the first day, creating learning outcomes based on what is unknown, and then researching and reporting back on what has been learned.
Why is it important for students to learn how to find information independently?
-Students need to learn how to find information independently so that as future doctors, they can locate and validate necessary information without relying on others to deliver content.
How does the script describe the size and benefits of a CBL group?
-Each CBL group consists of about 10 people, which allows for close familiarity within the group and fosters teamwork skills essential for a medical career.
What is the clinical relevance of the cases in CBL as per the transcript?
-The clinical relevance of CBL cases makes students feel like they are learning science for a practical reason, which helps motivate them and makes learning easier.
What types of learning environments are mentioned in the script for CBL sessions?
-The script mentions seminar rooms for group sessions, libraries for self-directed learning, anatomy centers for dissection and prosection, and lecture theatres for lectures.
How often do students go on placements and what is the significance of these placements?
-Students go on placements every Tuesday. These placements are significant as they provide real-world clinical experience, which helps in understanding and remembering the learned topics.
What is the importance of simulation in the learning process as described in the script?
-Simulation is important as it allows students to practice scenarios on mock patients before performing them on real patients, thus enhancing their skills and confidence.
How does the script suggest students should approach CBL to get the most out of it?
-The script suggests that students should be proactive, self-driven, and not passive in their approach to CBL. Embracing active learning is key to enjoying and benefiting from the course.

Outlines

00:00

📚 Contextualized Learning in Medical Education

The paragraph discusses Contextualized Learning (CBL) in medical education, where students learn through discussion and exploration. It highlights the importance of glycogen stores in the body, which last about 16 hours without food intake. The learning process involves a two-week case study where students are given a scenario and are expected to research and present their findings. The paragraph emphasizes the development of self-directed learning skills, teamwork, and clinical relevance. It also mentions the various learning environments such as seminar rooms, libraries, anatomy centers, and lecture theaters. Additionally, the paragraph talks about the importance of clinical placements and simulations for practical learning and skill development.

Mindmap

Keywords

💡Contextualized Learning

Contextualized learning refers to an educational approach where information is taught within the context of real-world situations or scenarios. This method is designed to enhance understanding and retention by making learning relevant and practical. In the video, contextualized learning is exemplified by students learning through discussion and exploration, particularly in the case of glycogen stores, which are discussed in relation to their depletion after not eating.

💡Glycogen

Glycogen is a form of glucose storage in the body, particularly in the liver and muscles. It is an essential energy reserve that can be quickly mobilized when needed. The script mentions glycogen stores lasting about 16 hours after not eating, highlighting the body's use of glycogen as an energy source and the importance of understanding these processes in medical education.

💡Self-directed Learning

Self-directed learning is an educational strategy where students take the initiative to diagnose their learning needs, formulate learning goals, identify human and material resources, and evaluate their learning outcomes. The video emphasizes this concept by mentioning that students are expected to go away and find out information on their own, which is a critical skill for future doctors.

💡Clinical Relevance

Clinical relevance refers to the connection between theoretical knowledge and its practical application in real-world clinical settings. The video stresses the importance of clinical relevance in learning, as it motivates students and helps them understand the purpose behind the science they are studying, such as the conversion of glucose to glycogen in the liver.

💡Teamwork

Teamwork is the collaborative effort of a group to achieve a common goal or to complete a task in the best possible way. In the context of the video, teamwork is a crucial skill that medical students learn through group sessions and placements, as it mirrors the collaborative nature of healthcare settings.

💡Proactive Learning

Proactive learning is an approach where students take initiative in their education, actively seeking out information and resources to enhance their understanding. The video encourages students to be proactive, as opposed to being passive recipients of information, which is essential for independent learning and professional development.

💡Case-Based Learning (CBL)

Case-based learning is an instructional strategy that presents students with real-life, often complex problems that they must analyze and solve. In the video, CBL is described as a method where students start with a case and gradually learn more about the topic through discussion and self-directed research, which is a key part of their medical education.

💡Placement

Placement in the context of the video refers to the practical, hands-on experience that students gain in real clinical settings. It is an integral part of medical education, allowing students to apply their theoretical knowledge and learn from real-life situations, as mentioned in the script where students go out on placements every Tuesday.

💡Simulation

Simulation in medical education involves the use of simulated patients or environments to replicate real clinical scenarios. The video mentions simulation as a way for students to practice clinical skills in a controlled setting before applying them to actual patients, which is crucial for building confidence and competence.

💡Anatomy Centers

Anatomy centers are facilities where students engage in hands-on learning of human anatomy, often through dissection and prosection. The video refers to anatomy centers as part of the learning environment where students can deepen their understanding of the human body, complementing their theoretical studies.

💡Lecture Theatres

Lecture theatres are large classrooms designed for lectures, typically in a university or educational setting. In the video, lecture theatres are mentioned as a part of the learning environment where students attend lectures to support their case-based learning, indicating a blended approach to medical education.

Highlights

CBL is a method of contextualized learning through discussion and exploration.

Glycogen stores last about 16 hours after not having eaten.

CBL cases last two weeks, starting with a reveal that prompts learning outcomes.

Students are expected to self-learn and share their findings in CBL.

CBL teaches students how to find and validate information independently.

CBL groups consist of about 10 people, fostering close teamwork.

Clinical relevance in CBL makes learning meaningful and motivational.

CBL organizes work into cases, making learning more compartmentalized and efficient.

Students have access to seminar rooms, libraries, anatomy centers, and lecture theatres.

Placements outside of the classroom provide practical experience and reinforce learning.

Seeing clinical applications in practice helps with memory and understanding.

Simulations are crucial for practicing scenarios safely before treating real patients.

Practicing in simulated environments improves skills over time.

Diverse learning environments cater to different learning styles.

CBL requires students to be proactive and self-directed in their learning.

Active engagement with CBL leads to a more fulfilling educational experience.