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The Use of Personal Narrative in Classroom Case Study Analysis to Improve Long-term Knowledge Retention and Cultivate Professional Qualities in Allied Health Students

    Authors: Linda M. Young1,*, Rodney P. Anderson1
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    Affiliations: 1: Ohio Northern University, Ada, OH 45810
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 20 December 2010
    • *Corresponding author. Mailing address: Ohio Northern University, 525 South Main Street, Ada, OH 45810. Phone: 419-772-2438. Fax: 419-772-2330. E-mail: l-young@onu.edu.
    • Copyright © 2010 American Society for Microbiology
    Source: J. Microbiol. Biol. Educ. December 2010 vol. 11 no. 2 107-112. doi:10.1128/jmbe.v11i2.204
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    Abstract:

    This study evaluated the use of two different case study formats (clinically-oriented cases versus personally-oriented cases) to determine which was most effective in promoting long-term retention of clinically significant microbiology concepts, developing patient empathy, improving comprehension of patient compliance problems, and facilitating student understanding of transcultural health care concerns. The analysis was conducted in multiple sections of three different introductory microbiology classes targeting specific cohorts: nursing students, pharmacy students and other allied health students (pre-med, pre-PA, CLS, etc.). Retention of course content was determined by evaluation of multiple-choice and short answer examinations at least three weeks after completing case studies. Evaluation of patient empathy, understanding of patient compliance issues and transcultural health care concerns were determined via student surveys. The results of the study indicated that personalized cases significantly improved long-term retention of course content. In addition, student responses indicated that personalized case studies were more effective in developing patient empathy and aiding students in understanding issues patients have with complying with treatment recommendations. Finally, personalized case studies were effective tools for introducing students to the challenges of transcultural health care.

Key Concept Ranking

Infectious Diseases
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References & Citations

1. Armbruster P, Patel M, Johnson E, Weiss M2009Active learning and student-centered pedagogy improve student attitudes and performance in introductory biologyCBE Life Sci Educ820321310.1187/cbe.09-03-0025197238152736024 http://dx.doi.org/10.1187/cbe.09-03-0025
2. Bonwell CC, Sutherland TE2006The active learning continuum: choosing activities to engage students in the classroomNew Directions for Teaching and Learning199631610.1002/tl.37219966704 http://dx.doi.org/10.1002/tl.37219966704
3. Dale E1969Audio-visual methods in teaching3rd edNew YorkHolt, Rinehart & Winston
4. Kolb DA, Fry R1975Toward an applied theory of experiential learning Cooper CTheories of group processJohn WileyLondon, UK
5. Olorunnisola AA, Ramasubramanian S, Russill C, Dumas J2003Case study effectiveness in a team-teaching and general-education environmentJ Gen Educ5217519810.1353/jge.2004.0005 http://dx.doi.org/10.1353/jge.2004.0005
6. Smith AC, Stewart R, Shields P, Hayes-Klosteridis J, Robinson P, Yuan R2005Introductory biology courses: a framework to support active learning in large enrollment introductory science coursesCell Biol Educ414315610.1187/cbe.04-08-0048159178731103716 http://dx.doi.org/10.1187/cbe.04-08-0048
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/content/journal/jmbe/10.1128/jmbe.v11i2.204
2010-12-20
2017-11-22

Abstract:

This study evaluated the use of two different case study formats (clinically-oriented cases versus personally-oriented cases) to determine which was most effective in promoting long-term retention of clinically significant microbiology concepts, developing patient empathy, improving comprehension of patient compliance problems, and facilitating student understanding of transcultural health care concerns. The analysis was conducted in multiple sections of three different introductory microbiology classes targeting specific cohorts: nursing students, pharmacy students and other allied health students (pre-med, pre-PA, CLS, etc.). Retention of course content was determined by evaluation of multiple-choice and short answer examinations at least three weeks after completing case studies. Evaluation of patient empathy, understanding of patient compliance issues and transcultural health care concerns were determined via student surveys. The results of the study indicated that personalized cases significantly improved long-term retention of course content. In addition, student responses indicated that personalized case studies were more effective in developing patient empathy and aiding students in understanding issues patients have with complying with treatment recommendations. Finally, personalized case studies were effective tools for introducing students to the challenges of transcultural health care.

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Image of FIGURE 1

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FIGURE 1

Student response to case study format survey: “I found the additional narrative information of the personal format helpful.”

Source: J. Microbiol. Biol. Educ. December 2010 vol. 11 no. 2 107-112. doi:10.1128/jmbe.v11i2.204
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Image of FIGURE 2

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FIGURE 2

Student response to case study format survey: “I preferred reading cases written in the ___________ format.”

Source: J. Microbiol. Biol. Educ. December 2010 vol. 11 no. 2 107-112. doi:10.1128/jmbe.v11i2.204
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Image of FIGURE 3

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FIGURE 3

Student response to case study format survey: “Which case format was more effective at developing critical thinking skills?”

Source: J. Microbiol. Biol. Educ. December 2010 vol. 11 no. 2 107-112. doi:10.1128/jmbe.v11i2.204
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Image of FIGURE 4

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FIGURE 4

Student response to case study format survey: “The personal presentation of the patient’s history made it __________ to remember the relevant factual information for an extended period.”

Source: J. Microbiol. Biol. Educ. December 2010 vol. 11 no. 2 107-112. doi:10.1128/jmbe.v11i2.204
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FIGURE 5

Evaluation of content retention by students at least three weeks after completing case studies.

Source: J. Microbiol. Biol. Educ. December 2010 vol. 11 no. 2 107-112. doi:10.1128/jmbe.v11i2.204
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Image of FIGURE 6

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FIGURE 6

Student response to case study format survey: “The personal presentation of the patient’s history better helped me understand patient compliance issues.”

Source: J. Microbiol. Biol. Educ. December 2010 vol. 11 no. 2 107-112. doi:10.1128/jmbe.v11i2.204
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Image of FIGURE 7

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FIGURE 7

Student response to case study format survey: “The ______________ format made it easier for me to empathize with the patient.”

Source: J. Microbiol. Biol. Educ. December 2010 vol. 11 no. 2 107-112. doi:10.1128/jmbe.v11i2.204
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Image of FIGURE 8

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FIGURE 8

Student response to case study format survey: “The _____________ format was more effective at increasing understanding of medical care for patients with differing ethnicity.”

Source: J. Microbiol. Biol. Educ. December 2010 vol. 11 no. 2 107-112. doi:10.1128/jmbe.v11i2.204
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