Case-based learning paradigm: The role of gender program interface on knowledge acquisition process
Date
2020-03
Authors
Osinubi, A.A.
Medubi, L.J.
Ademuyiwa, A.O.
Ajayi, O.F.
Igwilo, I.A.
Odebiyi, D.
Balogun, M.R.
Odugbemi, T.O.
Uti, O.G.
Afolabi, B.B.
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Clinical Sciences
Abstract
The effectiveness of any pedagogical method is reflected on learners perception of key
elements involved in the process of knowledge acquisition. The adoption of case-based
learning is asserted to deliver superior positive influence on how students perceive learning
process. The current study was designed to analyze and understand how students perceive the
impact of CBL on learning process. Fifty six consenting 5th year medical and dental students
were randomly selected to participate in the study. The students were taught three selected
topics using CBL as against the didactic lecture they were used to. At the end of the classes,
the students were given a well-structured questionnaire to respond to in Likert-type of scale.
Responses were analyzed with simple percentage and Mann-Whitney U test. Analyses reveal
that the students rated its influence on learning process quite favorably. More than 80%
of all the students agreed that CBL motivates personal study and promotes better student
participation. However, while 76% (n = of male students strongly agreed that CBL fosters
student-teacher interaction, only 40% of their female counterparts share that opinion to the
same level. Overall, the way key elements were rated by the students demonstrated strong
gender-program complexity. The high ratings that the students gave CBL suggest that adoption
of CBL as a mean pedagogical method will enhance student learning experience, a factor that
is critical to improving student performance at examination and future practice. However, the
adoption and implementation of CBL should be gender and program sensitive to maximize its
benefits and as such it recommended that further studies be carried on the influence gender
and program of study on the effectiveness of CBL
Description
Keywords
Case-based learning , Gender , Knowledge , Learning Process
Citation
Osinubi AA, Medubi LJ, Ademuyiwa AO, Ajayi OF, Igwilo IA, Odebiyi D, Balogun MR, Odugbemi TO, Uti OG, Afolabi BB, Ogunsola FT. Case-based learning paradigm: The role of gender program interface on knowledge acquisition process. Journal of Clinical Sciences. 2020 March; 17(1):5-8.