The effect of case-based learning on self-directed learning and clinical self-efficacy in medical students

The effect of case-based learning on self-directed learning and clinical self-efficacy in medical students
FATEMEH DALVAND,^1,* MOHAMMAD SOURI,² MOJTABA KHAKSARIAN,³ ELAHE YARAHMADI,⁴ Hawzhin Shakarami,⁵
1. Student Committee on Medical Education Development ,Educational Development Center, Lorestan University of Medical Sciences ,Khorramabad ,Iran.
2. Student Committee on Medical Education Development ,Educational Development Center, Lorestan University of Medical Sciences ,Khorramabad ,Iran.
3. Department of Physiology and Pharmacology, School of Medicine, Lorestan University of Medical Sciences.
4. Student Committee on Medical Education Development ,Educational Development Center, Lorestan University of Medical Sciences ,Khorramabad ,Iran.
5. Student of Operating Room, Department of Operating Room, School of Nursing and Midwifery, Kurdistan University of Medical Sciences, Sanandaj, Iran.
Introduction: Today, the use of the case-based method in the education of medical sciences, especially in the era of basic sciences, is expanding in most universities worldwide. The reason for paying attention to this learning method is that it can cause the teacher's and student's active participation in the topics presented. The definition of case-based learning as a method to bring the educational environment closer to the real learning environment, case-based learning models and the application of each based on the academic environment, the principles of scenario design, and the results of studies on the effectiveness of this method in medical education are considered. took Creating and promoting self-directed learning is one of the important goals of higher education. Due to the benefits of self-directed learning, attention to this type of learning and basic training to promote it has been given attention in recent years. Self-efficacy in clinical practice was synonymous with acquiring clinical skills, examining the patient, planning and implementing, and evaluating care. Case-based learning (CBL) in medical education is an educational approach that engages students as learners through active learning in small, collaborative groups to solve clinical patient cases. The purpose of this study is to investigate the effect of case-based learning on self-directed learning and clinical self-efficacy in medical students.
Methods: The present study is a narrative review. After studying and evaluating 42 original articles in Sid, PubMed, and Google Scholar databases through a simple and advanced search and using keywords "Case-based learning" "Self-directed learning" "clinical self-efficacy" and "Medical students" Between these retrieved articles in the stages of title, abstract and full text, finally 12 articles were selected and analyzed.
Results: The finding indicates that life-long self-directed learning is considered an integral part of the medical profession, and the best way to develop it in clinical education is still unknown. Case-based learning significantly improves self-directed learning and clinical self-efficacy in medical students. Studies report that CBL improves problem-solving abilities, critical thinking, and clinical communication skills. Case-based learning has not only helped to increase students' theoretical knowledge but also strengthened their confidence in clinical situations. Using the case-based learning method prepares students with a variety of experiences in the classroom, including problem-solving, building knowledge together, communication, and group participation. CBL is an active teaching method that is effective for teaching medical students and helps to improve their performance and case analysis ability. Clinical performance self-efficacy is a person's belief about his abilities to perform a clinical skill. The higher the self-efficacy of clinical performance, the better the clinical performance.
Conclusion: Since the desire for lifelong learning is an important factor, medical schools and residency training programs should increase their efforts to develop this characteristic in learners. To realize their full potential as learners, students must have good self-directed learning skills. Rapid changes and developments in the field of science and knowledge necessitate the urgent need for higher education systems for self-directed and independent learners. Self-directed learning is one of the most important skills that make a person independent in learning and the foundation for lifelong learning. Self-efficacy is one of the important concepts for improving the clinical performance of medical students, so it is recommended to develop regular training programs with a supportive approach to strengthen all aspects of clinical performance self-efficacy.
Keywords: Case-based learning, self-directed learning, clinical self-efficacy, medical students