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Int J Med Inform. 2018 Jan;109:55-69. doi: 10.1016/j.ijmedinf.2017.11.004. Epub 2017 Nov 7.

iCBLS: An interactive case-based learning system for medical education.

Author information

1
Department of Computer Science and Engineering, Kyung Hee University, Yongin 446-701, Republic of Korea; School of Engineering and ICT, University of Tasmania, Hobart, Tasmania 7005, Australia. Electronic address: maqbool.ali@oslab.khu.ac.kr.
2
School of Information Technologies, The University of Sydney, Sydney, NSW 2006, Australia. Electronic address: carenhan89@gmail.com.
3
Department of Computer Science and Engineering, Kyung Hee University, Yongin 446-701, Republic of Korea. Electronic address: bilalrizvi@oslab.khu.ac.kr.
4
Department of Computer Science and Engineering, Kyung Hee University, Yongin 446-701, Republic of Korea. Electronic address: sylee@oslab.khu.ac.kr.
5
Medical Workforce, Alfred Health, Melbourne 3004, Australia. Electronic address: m.kang@alfred.org.au.
6
School of Engineering and ICT, University of Tasmania, Hobart, Tasmania 7005, Australia. Electronic address: byeong.kang@utas.edu.au.
7
Department of Computer Science and Engineering, Kyung Hee University, Yongin 446-701, Republic of Korea. Electronic address: asif.razzaq@oslab.khu.ac.kr.
8
Department of Computer Science and Engineering, Kyung Hee University, Yongin 446-701, Republic of Korea. Electronic address: m.b.amin@ieee.org.

Abstract

Medical students should be able to actively apply clinical reasoning skills to further their interpretative, diagnostic, and treatment skills in a non-obtrusive and scalable way. Case-Based Learning (CBL) approach has been receiving attention in medical education as it is a student-centered teaching methodology that exposes students to real-world scenarios that need to be solved using their reasoning skills and existing theoretical knowledge. In this paper, we propose an interactive CBL System, called iCBLS, which supports the development of collaborative clinical reasoning skills for medical students in an online environment. The iCBLS consists of three modules: (i) system administration (SA), (ii) clinical case creation (CCC) with an innovative semi-automatic approach, and (iii) case formulation (CF) through intervention of medical students' and teachers' knowledge. Two evaluations under the umbrella of the context/input/process/product (CIPP) model have been performed with a Glycemia study. The first focused on the system satisfaction, evaluated by 54 students. The latter aimed to evaluate the system effectiveness, simulated by 155 students. The results show a high success rate of 70% for students' interaction, 76.4% for group learning, 72.8% for solo learning, and 74.6% for improved clinical skills.

KEYWORDS:

Case-based learning; Clinical case; Medical education; Teaching methodology

PMID:
29195707
DOI:
10.1016/j.ijmedinf.2017.11.004
[Indexed for MEDLINE]

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