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Journal of Contemporary Medical Education
Periodical of GESDAV
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ISSN: 2146-8354 (Print)
Language: [ English ]  
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  » Volume 2, Issue 2
      pp. 71-140
  » Volume 2, Issue 1
      pp. 1-70

 

Open Access

Original Research



Using case-based guided-inquiry instruction to produce significant learning in an undergraduate clinical parasitology class

Patrick Jerry Paul Brown.

Abstract
Professional and pre-professional education in medical and allied health fields have undergone significant changes in the last century. In response to the calls for transformative education an undergraduate clinical parasitology class was created to produce a significant (transformative) learning experience. The objective is to describe the case-based pedagogy that was used in this course and the evidence that significant learning took place. Thirty one case studies were written using a learning cycle guided-inquiry approach. Student performance on exams and responses to a student assessment of learning gains instrument were evaluated to determine if significant learning took place. Student performance on exams was high, and responses to both Likert scale and free response questions on the SALG instrument indicate that all six dimensions of significant learning were present in the course experience. Integrated course design in a case-based guided-inquiry learning environment can produce a significant learning experience.

Key words: Integrated course design, SALG, pre-professional, transformative learning



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How to Cite this Article
Pubmed Style

Brown PJP. Using case-based guided-inquiry instruction to produce significant learning in an undergraduate clinical parasitology class. J Contemp Med Edu. 2013; 1(1): 25-32. doi:10.5455/jcme.20121129045838



Web Style

Brown PJP. Using case-based guided-inquiry instruction to produce significant learning in an undergraduate clinical parasitology class. www.scopemed.org/?mno=28567 [Access: August 28, 2014]. doi:10.5455/jcme.20121129045838



AMA (American Medical Association) Style

Brown PJP. Using case-based guided-inquiry instruction to produce significant learning in an undergraduate clinical parasitology class. J Contemp Med Edu. 2013; 1(1): 25-32. doi:10.5455/jcme.20121129045838



Vancouver/ICMJE Style

Brown PJP. Using case-based guided-inquiry instruction to produce significant learning in an undergraduate clinical parasitology class. J Contemp Med Edu. (2013), [cited August 28, 2014]; 1(1): 25-32. doi:10.5455/jcme.20121129045838



Harvard Style

Brown, P. J. P. (2013) Using case-based guided-inquiry instruction to produce significant learning in an undergraduate clinical parasitology class. J Contemp Med Edu, 1 (1), 25-32. doi:10.5455/jcme.20121129045838



Turabian Style

Brown, Patrick Jerry Paul. 2013. Using case-based guided-inquiry instruction to produce significant learning in an undergraduate clinical parasitology class. Journal of Contemporary Medical Education, 1 (1), 25-32. doi:10.5455/jcme.20121129045838



Chicago Style

Brown, Patrick Jerry Paul. "Using case-based guided-inquiry instruction to produce significant learning in an undergraduate clinical parasitology class." Journal of Contemporary Medical Education 1 (2013), 25-32. doi:10.5455/jcme.20121129045838



MLA (The Modern Language Association) Style

Brown, Patrick Jerry Paul. "Using case-based guided-inquiry instruction to produce significant learning in an undergraduate clinical parasitology class." Journal of Contemporary Medical Education 1.1 (2013), 25-32. Print. doi:10.5455/jcme.20121129045838



APA (American Psychological Association) Style

Brown, P. J. P. (2013) Using case-based guided-inquiry instruction to produce significant learning in an undergraduate clinical parasitology class. Journal of Contemporary Medical Education, 1 (1), 25-32. doi:10.5455/jcme.20121129045838



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