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.

Item Type:	Refereed Article
Keywords:	clinical case, case-based learning, teaching methodology, medical education
Research Division:	Information and Computing Sciences
Research Group:	Library and Information Studies
Research Field:	Health Informatics
Objective Division:	Information and Communication Services
Objective Group:	Computer Software and Services
Objective Field:	Information Processing Services (incl. Data Entry and Capture)
UTAS Author:	Ali, M ( Maqbool Ali)
UTAS Author:	Kang, BH (Professor Byeong Kang)
ID Code:	123052
Year Published:	2018
Web of Science® Times Cited:	7
Deposited By:	Information and Communication Technology
Deposited On:	2017-12-13
Last Modified:	2019-02-25
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