Engagement Time in Case-based Learning and Exam Performance
Author Information
Author(s): Ashley M. Tuin, Thomas Schechter, Eno Cassie A. H.
Primary Institution: Creighton University School of Medicine
Hypothesis
Does the time spent in case-based learning (CBL) affect performance on preclinical medical education exams?
Conclusion
The study found no significant relationship between time spent in CBL and performance on exams, although a positive relationship was observed between IRAT scores and exam performance.
Supporting Evidence
- Positive relationships were found between IRAT and exam performance.
- Time spent completing CBL was not related to IRAT or exam performance.
- Previous research supports a strong correlation between TBL performance and final exam performance.
Takeaway
This study looked at whether spending more time on case-based learning helps students do better on their exams, but it turns out that it doesn't really make a difference.
Methodology
Data from two medical campuses were analyzed, focusing on time spent in CBL and performance on IRAT, TRAT, and exam scores.
Potential Biases
There may be a tendency for groups to rush through cases due to lack of oversight.
Limitations
The study was conducted at a single institution, limiting generalizability, and some case times were missing.
Participant Demographics
Participants included 128 students from the Omaha campus and 99 students from the Phoenix campus, all in their second year of medical education.
Statistical Information
P-Value
0.00
Statistical Significance
p<0.01
Digital Object Identifier (DOI)
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