Case-based Learning, Clinical Reasoning, Concept Mapping Versus Interviews, Medical Education
Conditions
Keywords
Medical Education, Case-Based Learning, CBL, Concept Mapping, Clinical Reasoning, Knowledge Acquisition, Knowledge Retention, Undergraduate Medical Education, Medical Students, Preeclampsia, Educational Intervention, Active Learning
Brief summary
This prospective randomized study aims to compare the impact of three Case-Based Learning (CBL) approaches on knowledge acquisition, knowledge retention, and clinical reasoning development among third-year medical students during their obstetrics and gynecology rotation. Participants are randomly assigned to one of three groups: CBL without concept mapping, CBL with a teacher-constructed concept map, or CBL with a concept map co-constructed by students during the learning session. Knowledge acquisition and retention are assessed using pre-tests, immediate post-tests, and delayed post-tests. Clinical reasoning and knowledge organization are evaluated using a synthesis exercise. The study seeks to determine whether concept mapping and the modality of its integration into CBL enhance learning outcomes and clinical reasoning skills in undergraduate medical education.
Detailed description
Case-Based Learning (CBL) is a learner-centered educational approach that promotes active learning and clinical reasoning through the discussion of authentic clinical cases. Concept maps are educational tools that help learners organize, integrate, and connect knowledge. This prospective randomized study was conducted among third-year medical students during their obstetrics and gynecology rotation at the Maternity and Neonatology Center of Tunis. Eligible students who had reviewed the official preeclampsia learning module were randomly allocated to one of three educational interventions: 1. Case-Based Learning without concept mapping. 2. Case-Based Learning with a concept map designed by the instructor and presented at the end of the session. 3. Case-Based Learning with a concept map progressively developed by students under instructor supervision. All groups were exposed to the same clinical case, learning objectives, instructor, and teaching duration. Learning outcomes were assessed using a pre-test, an immediate post-test, a delayed post-test administered two weeks later, and a synthesis exercise evaluating knowledge organization and clinical reasoning. The primary outcome is the effect of concept mapping and its integration modality on clinical reasoning and knowledge organization, assessed through the synthesis exercise score. Secondary outcomes include knowledge acquisition and knowledge retention assessed through test scores and score variations over time. The findings of this study may contribute to identifying effective educational strategies for improving learning and clinical reasoning in undergraduate medical education.
Interventions
BEHAVIORALCase-Based Learning Without Concept Mapping
Participants receive a Case-Based Learning session without the use of concept mapping.
BEHAVIORALTeacher-Constructed Concept Mapping
Participants receive a Case-Based Learning session supplemented by a concept map designed and presented by the instructor.
BEHAVIORALStudent Co-Constructed Concept Mapping
Participants receive a Case-Based Learning session supplemented by a concept map progressively developed by students under instructor supervision.
Sponsors
University Tunis El Manar
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Intervention model description
Participants are randomly assigned to one of three parallel groups: Case-Based Learning without concept mapping, Case-Based Learning with a teacher-constructed concept map, or Case-Based Learning with a student co-constructed concept map. Learning outcomes and clinical reasoning are compared across groups.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Third-year medical students enrolled in the Obstetrics and Gynecology rotation. * Completion of the preeclampsia learning module before the educational session. * Provision of informed consent.
Exclusion criteria
* Refusal to participate. * Failure to complete the pre-test, post-test, synthesis assessment, or delayed -post-test. * Absence from the educational session. * Incomplete study data.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Clinical Reasoning Score | Immediately after completion of the Case-Based Learning session | Assessment of knowledge organization and clinical reasoning using the Narrative Question Score (NQS). The score ranges from 0 to 20 points, with higher scores indicating better clinical reasoning and knowledge organization. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Knowledge Acquisition Score | Immediately after completion of the learning session | Assessment of knowledge acquisition using the difference between post-test and pre-test scores. Test scores range from 0 to 20 points, with higher scores indicating better knowledge acquisition. |
| Knowledge Retention Score | Two weeks after completion of the learning session | Assessment of knowledge retention using the delayed post-test score obtained two weeks after the learning session. Scores range from 0 to 20 points, with higher scores indicating better knowledge retention. |
Countries
Tunisia
Outcome results
None listed