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Article: How does video case-based learning influence clinical decision-making by midwifery students? An exploratory study

TitleHow does video case-based learning influence clinical decision-making by midwifery students? An exploratory study
Authors
KeywordsCase-based learning
Case modality
Video case
Paper case
Clinical decision-making
Issue Date2020
PublisherBioMed Central Ltd. The Journal's web site is located at http://www.biomedcentral.com/bmcmededuc/
Citation
BMC Medical Education, 2020, v. 20, p. article no. 67 How to Cite?
AbstractBackground: Clinical decision-making skills are essential for providing high-quality patient care. To enhance these skills, many institutions worldwide use case-based learning (CBL) as an educational strategy of pre-clinical training. However, to date, the influence of different learning modalities on students’ clinical decision-making processes has not been fully explored. This study aims to explore the influence of video and paper case modalities on the clinical decision-making process of midwifery students during CBL. Methods: CBL involving a normal pregnant woman was provided for 45 midwifery students. They were divided into 12 groups; six groups received the video modality, and six groups received the paper modality. Group discussions were video-recorded, and focus groups were conducted after the CBL. Transcripts of the group discussions were analysed in terms of their interaction patterns, and focus groups were thematically analysed based on the three-stage model of clinical decision-making, which includes cue acquisition, interpretation, and evaluation/decision-making. Results: The students in the video groups paid more attention to psychosocial than biomedical aspects and discussed tailored care for the woman and her family members. They refrained from vaginal examinations and electric fetal heart monitoring. Conversely, the students in the paper groups paid more attention to biomedical than psychosocial aspects and discussed when to perform vaginal examinations and electric fetal heart monitoring. Conclusion: This study clarified that video and paper case modalities have different influences on learners’ clinical decision-making processes. Video case learning encourages midwifery students to have a woman- and family-centred holistic perspective of labour and birth care, which leads to careful consideration of the psychosocial aspects. Paper case learning encourages midwifery students to have a healthcare provider-centred biomedical perspective of labour and childbirth care, which leads to thorough biomedical assessment.
Persistent Identifierhttp://hdl.handle.net/10722/283740
ISSN
2018 Impact Factor: 1.87
2015 SCImago Journal Rankings: 0.698
PubMed Central ID

 

DC FieldValueLanguage
dc.contributor.authorNunohara, K-
dc.contributor.authorImafuku, R-
dc.contributor.authorSaiki, T-
dc.contributor.authorBridges, SM-
dc.contributor.authorKawakami, C-
dc.contributor.authorTsunekawa, K-
dc.contributor.authorNiwa, M-
dc.contributor.authorFujisaki, K-
dc.contributor.authorSuzuki, Y-
dc.date.accessioned2020-07-03T08:23:26Z-
dc.date.available2020-07-03T08:23:26Z-
dc.date.issued2020-
dc.identifier.citationBMC Medical Education, 2020, v. 20, p. article no. 67-
dc.identifier.issn1472-6920-
dc.identifier.urihttp://hdl.handle.net/10722/283740-
dc.description.abstractBackground: Clinical decision-making skills are essential for providing high-quality patient care. To enhance these skills, many institutions worldwide use case-based learning (CBL) as an educational strategy of pre-clinical training. However, to date, the influence of different learning modalities on students’ clinical decision-making processes has not been fully explored. This study aims to explore the influence of video and paper case modalities on the clinical decision-making process of midwifery students during CBL. Methods: CBL involving a normal pregnant woman was provided for 45 midwifery students. They were divided into 12 groups; six groups received the video modality, and six groups received the paper modality. Group discussions were video-recorded, and focus groups were conducted after the CBL. Transcripts of the group discussions were analysed in terms of their interaction patterns, and focus groups were thematically analysed based on the three-stage model of clinical decision-making, which includes cue acquisition, interpretation, and evaluation/decision-making. Results: The students in the video groups paid more attention to psychosocial than biomedical aspects and discussed tailored care for the woman and her family members. They refrained from vaginal examinations and electric fetal heart monitoring. Conversely, the students in the paper groups paid more attention to biomedical than psychosocial aspects and discussed when to perform vaginal examinations and electric fetal heart monitoring. Conclusion: This study clarified that video and paper case modalities have different influences on learners’ clinical decision-making processes. Video case learning encourages midwifery students to have a woman- and family-centred holistic perspective of labour and birth care, which leads to careful consideration of the psychosocial aspects. Paper case learning encourages midwifery students to have a healthcare provider-centred biomedical perspective of labour and childbirth care, which leads to thorough biomedical assessment.-
dc.languageeng-
dc.publisherBioMed Central Ltd. The Journal's web site is located at http://www.biomedcentral.com/bmcmededuc/-
dc.relation.ispartofBMC Medical Education-
dc.rightsBMC Medical Education. Copyright © BioMed Central Ltd.-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectCase-based learning-
dc.subjectCase modality-
dc.subjectVideo case-
dc.subjectPaper case-
dc.subjectClinical decision-making-
dc.titleHow does video case-based learning influence clinical decision-making by midwifery students? An exploratory study-
dc.typeArticle-
dc.identifier.emailBridges, SM: sbridges@hku.hk-
dc.identifier.authorityBridges, SM=rp00048-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1186/s12909-020-1969-0-
dc.identifier.pmid32143611-
dc.identifier.pmcidPMC7059388-
dc.identifier.scopuseid_2-s2.0-85081532083-
dc.identifier.hkuros310679-
dc.identifier.volume20-
dc.identifier.spagearticle no. 67-
dc.identifier.epagearticle no. 67-
dc.publisher.placeUnited Kingdom-

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