Presenters:
Rebecca Donkin, Heather Yule
Authors:
Rebecca Donkin, Heather Yule, Trina Fyfe
Poster Abstract:
Case-Based Learning (CBL) in medical education is a teaching approach that engages students as learners through active learning in small, collaborative groups to solve contextualized cases from clinical patients.
While CBL is not new, the delivery of CBL has evolved to include a hybrid of technology enabled learning with in-class design. Due to the challenges afforded by the COVID-19 pandemic, CBL transitioned quickly to a fully online, distance delivery mode. While academics adapted to an online delivery of CBL there was little information available on how to apply appropriate pedagogical frameworks. There was also a paucity of literature detailing best practice and the learning theories of how best to design and deliver online CBL.
To extend understanding in this area a scoping review to explore the evidence based literature that describes the use of online CBL application in pre-clinical medical education and how this literature describes outcomes, perceptions and the learning theories was proposed. After drafting the scoping review protocol following the PRISMA-ScR framework an application was published https://doi.org/10.25907/00071. A full literature search was conducted on 25th June after review by the PRESS guideline and PICO format.
The review is currently being screened and data extracted from the search results against eligibility criteria using Covidence software. We expect this scoping review will identify and describe the student and academic perceptions of online CBL in pre-clinical medical education. Furthermore, it will provide recommendations for frameworks and learning theories so that future implementation for online CBL can be grounded in evidence.
Key words: case-based learning (CBL); pre-clinical medical education; scoping review