Assessing the Effectiveness of Case-Based Collaborative Learning via Randomized Controlled Trial. (May 2016)

• Record Type: Journal Article
• Authors: Krupat, Edward; Richards, Jeremy B.; Sullivan, Amy M.; Fleenor, Thomas J.; Schwartzstein, Richard M.
• Is Part Of: Academic medicine. Volume 91:Number 5(2016)
• Publication Date: 2016-05
• Subjects: Medical education -- Periodicals; Medical policy -- Periodicals; Medical personnel -- Periodicals; Periodicals; 610.711
• DOI: 10.1097/ACM.0000000000001004
• Languages: English
• ISSNs: 1040-2446

Abstract

Abstract : Purpose: Case-based collaborative learning (CBCL) is a novel small-group approach that borrows from team-based learning principles and incorporates elements of problem-based learning (PBL) and case-based learning. CBCL includes a preclass readiness assurance process and case-based in-class activities in which students respond to focused, open-ended questions individually, discuss their answers in groups of 4, and then reach consensus in larger groups of 16. This study introduces CBCL and assesses its effectiveness in one course at Harvard Medical School. Method: In a 2013 randomized controlled trial, 64 medical and dental student volunteers were assigned randomly to one of four 8-person PBL tutorial groups (control; n = 32) or one of two 16-person CBCL tutorial groups (experimental condition; n = 32) as part of a required first-year physiology course. Outcomes for the PBL and CBCL groups were compared using final exam scores, student responses to a postcourse survey, and behavioral coding of portions of video-recorded class sessions. Results: Overall, the course final exam scores for CBCL and PBL students were not significantly different. However, CBCL students whose mean exam performance in prior courses was below the participant median scored significantly higher than their PBL counterparts on the physiology course final exam. The most common adjectives students used to describe CBCL were "engaging, " "fun, " and "thought-provoking." Coding of observed behaviors indicated that individual affect was significantly higher in the CBCL groups than in the PBL groups. Conclusions: CBCL is a viable, engaging, active learning method. It may particularly benefit students with lower academic performance.