gms | German Medical Science

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)

19.09. - 22.09.2018, Wien, Österreich

Does case-based blended-learning expedite the transfer of declarative to procedural knowledge? [Bericht über Forschungsergebnisse]

Meeting Abstract

  • B. Turk - Medical University Vienna, Vienna, Austria
  • P. Wadowski - Medical University Vienna, Vienna, Austria
  • presenting/speaker S. Ertl - Medical University Vienna, Vienna, Austria
  • H. Löffler-Stastka - Medical University Vienna, Vienna, Austria

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA). Wien, 19.-22.09.2018. Düsseldorf: German Medical Science GMS Publishing House; 2018. DocP08.8

doi: 10.3205/18gma256, urn:nbn:de:0183-18gma2561

Veröffentlicht: 19. September 2018

© 2018 Turk et al.
Dieser Artikel ist ein Open-Access-Artikel und steht unter den Lizenzbedingungen der Creative Commons Attribution 4.0 License (Namensnennung). Lizenz-Angaben siehe



Introduction: Case Based Learning (CBL) is regarded as motivational and progressive didactic tool, and is suggested to be effective in assisting in the expansion of declarative and procedural knowledge in academia. Although a plethora of studies employ multiple choice questions (MCQs) in their investigation, few studies measure CBL or case based blended learning (CBBL) mediated changes in student’s procedural knowledge in practice or employ comparison or control groups in isolating causal relationships.

Methods: CBBL framework was established as an e-learning platform consisting of

case based textbook material,
online e-CBL and
a simulated patient (SP) contact seminars and implemented in multiple medical fields for undergraduate medical education.

E-cases are based on anonymized real patient data and constructed according to the criteria of Bloom’s taxonomy. In this study, Objective Structured Clinical Examination (OSCE) results from (n=619) medical students in 2013 before CBBL implementation, and after CBBL implementation in 2015 (n=624) and 2016 (n=643) were analyzed.

Results: A significant improvement (adjusted p=0.002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min=0, max=25).

Conclusion: E-Case Based Learning is an effective tool in increasing student mobilization and satisfaction, improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.