Search

The field of interprofessional education is complex and intricate. Students from different professions, who have distinctive knowledge bases, develop a mutual understanding of how to work together in future professional environments. The aim of this article is to explore case-based teaching (CBT) as an approach to develop and provide effective teaching, preparing students for future work. Specifically, the article focuses on why and how CBT may be a useful approach in interdisciplinary and interprofessional education. A traditional scoping literature review is conducted to provide a broad overview of the field. The analysis ended up with three themes: (1) the theoretical foundations for CBT, (2) the reasons given for using CBT and (3) the process of case production. The article discusses how CBT, by taking complex real-world situations as a point of departure, may facilitate active learning strategies that promote relational agency and critical thinking through meta-learning. In this way, CBT prepares students to handle problems that they are likely to encounter in their professions. Interprofesjonell utdanning er et komplekst og sammensatt felt. Studenter fra ulike profesjonsutdanninger møtes med sine særegne kunnskapsbasert for å utvikle en gjensidig forståelse av hvordan de kan samarbeide i sine framtidige profesjonelle sammenhenger. Målet med denne artikkelen er å utforske «case-based teaching» (CBT) som en tilnærming til å utvikle og realisere effektiv opplæring, og forberede studentene på deres fremtidige arbeid. Artikkelen fokuserer særlig på hvorfor og hvordan CBT kan være en nyttig tilnærming til tverrfaglig og tverrprofesjonell utdanning. Gjennom en litteraturstudie fikk vi et bredt overblikk over feltet. Analysen endte opp med tre temaer: (1) det teoretiske grunnlaget for CBT, (2) begrunnelse for å benytte CBT og (3) prosessen knyttet til å utvikle case. Artikkelen diskuterer hvordan CBT ved å ta utgangspunkt i realistiske, praksisnære situasjoner legger til rette for aktive læringsstrategier, noe som igjen kan fremme metalæring knyttet til relasjonell aktørkompetanse og kritisk tenkning. Slik kan CBT forberede studentene på å håndtere problemer de vil møte som profesjonsutøvere.

الملخص: أهداف البحث: هدفت هذه الدراسة إلى صياغة وتنفيذ وحدة وظائف الجهاز القلبي الوعائي بنظام التدريس القائم على دراسة الحالة وذلك لطلبة السنة الثانية للصيدلة الإكلينيكية. كما قمنا بتقويم مرئيات الطلبة وتمت مقارنة الأداء الأكاديمي لمجموعة الطلبة الذين تم تدريسهم بنظام التدريس القائم على الحالة مع مجموعة الطلبة الذين تلقوا المحاضرات التعليمية التقليدية. طرق البحث: أجريت هذه الدراسة الوصفية الكمية على ١٨١ طالبا الذين تم تقسيمهم إلى مجموعتين. وخضعت المجموعة ١ (٧٧ طالبا) إلى المحاضرات التعليمية التقليدية وتلقت المجموعة ٢ (٩٤ طالبا) نفس الموضوعات بنظام التدريس القائم على دراسة الحالة. تم إجراء امتحان كتابي في نهاية كلا الوحدتين. وتم استخدام استبانة موثقة للحصول على المرئيات حيال نظام التدريس القائم على دراسة الحالة ودرجات التقييم من جميع المجموعات وكانت نسبة الاستجابة ٩٣.٦٪. النتائج: كانت ردود الطلاب حول نظام التدريس القائم على دراسة الحالة إيجابية، وذكر معظم الطلاب ٦٣ (٧٢٪) أنهم يفضلون نظام التدريس القائم على دراسة الحالة الذي جعل التعلم والفهم تجربة ممتعة. كما ذكر المشاركون أن التدريس القائم على دراسة الحالة حفز التفكير النقدي (٦٧; ٧٦٪) وساهم في ربط النظرية بالممارسة (٦٩؛ ٧٨٪). وعلاوة على ذلك، فضل ٧٠ (٨٠٪) منهم هذا النوع من التدريس والتقييم في المستقبل، واتفق ٧٠ (٨٠٪) على تضمين نظام التدريس القائم على دراسة الحالة في جميع المواد ما قبل السريرية. كما جاءت نتائج الاختبارات متوافقة مع مرئيات الطلبة، حيث كان متوسط النسبة المئوية لدرجات الاختبار في مجموعة التدريس القائم على دراسة الحالة أعلى بكثير مقارنة بالمجموعة التي تلقت المحاضرات التعليمية التقليدية. كشفت مقارنة أخرى داخل مجموعة التدريس القائم على دراسة الحالة عن تحسن في أداء الطلاب في الأسئلة ”المستندة إلى حالة“ مقارنة بالأسئلة التقليدية. الاستنتاجات: في هذه الدراسة، يحظى نظام التدريس القائم على دراسة الحالة على تقدير كبير من قبل الطلاب لأنه يحفز التفكير المنطقي والمشاركة النشطة في الفصل، مما يؤدي إلى تحسين الأداء في الاختبارات. Abstract: Objective: This study aimed to formulate and implement a case-based cardiovascular physiology module for second year clinical pharmacy (CP) students. We also evaluated the students' feedback and compared the academic performance between a case-based teaching (CBT) group and a traditional didactic lectures (TDL) group. Methods: This descriptive quantitative study was conducted on 181 students who were divided into two groups. Group 1 (77 students) underwent TDL and the same topics were delivered to Group 2 (94 students) through CBT. A written examination was conducted at the end of both modules. A validated questionnaire was used to obtain feedback from the CBT group regarding CBT and their assessment grades (response rate - 93.6%). Results: Students' feedback about CBT was positive. The majority of students, 63 (72%), preferred learning and understanding through CBT, finding it an enjoyable experience. Participants stated that CBT stimulated critical thinking (67; 76%) and linked theory to practice (69, 78%). Furthermore, 70 (80%) preferred this type of teaching and assessment in the future and 70 (80%) agreed to include CBT in all preclinical subjects. Students feedback was supported by exam results: the mean percentage of exam scores in the CBT group was significantly higher in comparison to the TDL group (81.2% vs. 79%, p value

Background At our dental education, the examination failure rate amongst students has increased, resulting in subsequent involuntary dropouts. One of the main problems seems to be that the students struggle with taking the necessary responsibility for their learning, as required by the problem‐based learning (PBL) methodology. Aim To describe the background to, and the transition process from, pure PBL to case‐based teaching and learning (CBT) with flipped classroom seminars at the dental programme at [anonymised for peer review]. Methods In this position paper, we describe our observed problems with the PBL methodology, as implemented at this faculty, and the potential benefits of a change towards CBT. The current implementation of CBT is presented, along with educational research supporting the choice of activities. Results Tentative findings are that the flipped classroom seminars and the clearer instructions appear to be successful with higher levels of activity, engagement and attendance amongst the students, and the students have evaluated the seminars as very good learning activities. Conclusion Tentative findings suggest that the current implementation of CBT may be a fruitful way of teaching in dental education today. Most of the teaching staff have been reawakened to teaching, and as a result, the content of the courses are being reviewed and improved. The students appreciate that what is expected of them has been made clearer and that there is a variety of learning activities.

The Centers for Disease Control and Prevention reports that 7.5% of children under the age of 18 in the United States have an asthma diagnosis. Nurse practitioners will manage asthma for pediatric patients in well and acute primary care clinic visits. In both types of visits, nurse practitioner students must be able to assess the child and develop a treatment plan. When presented with a patient case, learners must have opportunities to demonstrate clinical reasoning progress through appropriate assessment and the ability to develop an evidence-based intervention or plan of care. This article describes an interactive, online, self-paced learning activity delivered via an online format designed to challenge learners to build these skills via an interactive, nonlinear, simulated patient visit.

Purpose: Integrating basic sciences with clinical disciplines while fostering clinical reasoning capabilities is difficult. We investigated the utilisation of diagnostic specimens and, a cooperative, case-based learning and teaching model to integrate principles of antimicrobial drug pharmacology and microbiology in the fifth year of a veterinary course. Methods: In small groups, students were assigned diagnostic specimens from which they isolated and identified clinically relevant microorganisms and then performed antimicrobial susceptibility tests based on a review of pharmacology, microbiology and pathophysiology. Results were recorded and analysed followed by a student-led integrative tutorial. Learning outcomes were assessed via individually written reports discussing the disease process, interpretation of diagnostic results and, recommendations and rationales for therapeutic interventions. Results: This approach yielded high quality student reports that conformed to antimicrobial prescription guidelines with consistently high summative assessment scores. Mean scores for the final report in this learning activity were: 82 ± 12%, 80 ± 12% and 80 ± 11% for 2015, 2016 and 2017 cohorts respectively; over the same time period, 98 ± 1% of students indicated that these learning activities facilitated the development of confidence, professional knowledge and skills. Discussion: This was a consistent approach for integrating principles of veterinary pharmacology and microbiology in clinical disciplines. These data illustrate the benefit of a systematic application of a cooperative, case-based learning and teaching model in integrating pre-clinical and clinical disciplines in a bachelor of veterinary science course.

Introduction Preoperative assessment is a core competency for internal medicine residents, but one with limited educational resources available presently. Ideally, residencies would provide an introduction to this topic prior to their residents performing preoperative assessments in clinic or during internal medicine consultation rotations. Methods We developed a 120-minute case-based teaching session on preoperative assessment for PGY 2 residents where they reviewed a series of cases, applied preoperative risk calculators, and made recommendations on medication management using the same online tools they employ while working clinically. Interspersed lecture sections reviewed guiding principles, detailed key trials, and explored nuances of the topic. We performed pre- and posttests of knowledge and also obtained learner feedback. Results Thirty-three out of 40 participants completed the pre- and posttests. The session was rated highly (M = 4.0 out of 5) and was viewed as preferable to a lecture-based approach (M = 4.4 out of 5); mean participant knowledge improved from 11.7 to 17.5 (p < .001) out of 22 points possible. The most consistently offered feedback was to give more time for the session than the 120 minutes allotted. Discussion A teaching session mixing lecture with review of composite cases and application of preoperative assessment tools with immediate feedback improved knowledge and was viewed as enjoyable and preferable to lecture alone by participants. We recommend providing more time for the teaching by increasing the session length from 120 minutes to 140 minutes.

Improving the education of medical students and physicians can address the disparities in LGBT+ (lesbian, gay, bisexual, transgender, and others) health care. This study explored how teachers used case-based teaching to teach medical students about gender and LGBT+ health care and discussed the implementation and effectiveness of case-based teaching from the perspective of the teachers and students. This study employed the case study method and collected data through semi-structured interviews. This study used two gender courses in clinical psychiatric education as case studies. Two teachers and 19 medical students were recruited as participants. The findings of this study were as follows: (1) effective cases links theory to clinical practice and competency learning, (2) experience sharing by LGBT+ is highly effective, (3) discussions promote the effectiveness of case-based teaching, and (4) the challenges of case-based teaching included time limitations, the multiplexity of the cases, and multilevel learning. This study also found that using narrative cases is a form of narrative pedagogy, which can help students to integrate medicine, gender, and LGBT+ competency education. A successful narrative case–based teaching strategy involves teachers integrating knowledge related to gender, guiding students through the cases to understand the importance of these cases, and reflecting on the medical profession to make improvements. However, teachers face challenges in this approach, such as changes in the school’s teaching culture and a lack of institutional support.

Introduction The virtual learning environment has become increasingly important due to physical distance requirements put in place during the COVID-19 pandemic. The transition to a virtual format has been challenging for case-based teaching sessions, which involve substantial audience participation. We developed a faculty development workshop aimed at teaching health professions educators how to use various interactive virtual tools within videoconferencing platforms to facilitate virtual case-based sessions. Methods Two 90-minute workshops were piloted as a faculty development initiative. The facilitators demonstrated interactive teaching tools that could be used within virtual case-based sessions. Then, participants discussed how to incorporate these tools into case-based teaching sessions of different class sizes in small-group breakout sessions. Participants completed an online survey following each workshop to evaluate the sessions. Results A total of 18 and 26 subjects participated in the first and second workshops, respectively. Survey response rates were 100% (n = 18) and 65% (n = 17) for the first and second workshops, respectively. Both groups provided overall high ratings and reported that the workshop was clear, organized, and relevant. Participants were more familiar and comfortable with the use of various interactive tools for online teaching. Discussion Distance online teaching will be increasingly required for an undetermined time. Faculty development efforts are crucial to facilitate effective interactive teaching sessions that engage learners and maximize learning. This virtual teaching workshop is a simple and straightforward way to introduce a more interactive format to virtual case-based teaching in the health professions.

An integrated part of teaching is to face unexpected situations. Teachers have to make immediate decisions, and these decisions may have a great impact on many people. An important question is how teacher education can prepare students for unexpected situations. The aim of this practitioner research study is to investigate if case-based teaching can contribute to reducing the perceived gap in teacher education. A step-wise model was introduced for the students and data based on the student teachers’ experiences was collected through questionnaire and focus-group conversations. The findings show three main arguments for why teacher education should be case-based. First, analysing cases helps students to understand that every situation in practice is unique. Second, cases link to practice and theory, and finally, a case opens for different perspectives depending on how the diagnosis is made. publishedVersion

The Harvard case has made a profound contribution to business education around the world. The course of Media Management is about business. In order to improve its teaching efficiency, Media Management adopted case-based teaching, and integrates the question and answer teaching and the story teaching in the case-based teaching. It conducted a full course description in advance in the first two weeks of the term, introduced core concepts of media management, and then assigned research tasks for Chinese and foreign media enterprises. In the mid-stage, background,factual knowledge and conceptual knowledge were explained, related stories were integrated and case teaching and question-and-answer teaching were used to make the classroom more interesting and practical. In the mid-stage, We conducted comparative teaching for two majors, each of which has two parallel classes, One is in the presence of case-based teaching, and the other is in the traditional teaching. Results showed that case-based teaching could significantly improve students’ academic performance. And the results also demonstrated that traditional teaching could improve students’ academic performance moderately. Students in group shared their research reports at the end of the term. Students’ group research report also enriched teachers' follow-up teaching resources.

Case-based teaching, as a heuristic teaching method combing theory and practice and an important approach to practical course teaching, allows students to experience and discover knowledge in person directly and indirectly. A new implementation pattern has been provided for it with the constant promotion of information technologies and teaching platforms. This paper introduces the origin and development of case-based teaching, analyzes the connotation of teaching cases and case-based teaching deeply, discusses the methods of compiling teaching cases, and meanwhile puts forward effective measures for the implementation of case-based teaching based on information technologies in a targeted way under the background of military academies in combination with existing problems in the process of case-based teaching.

Case‐based teaching conferences, such as morning report, offer trainees a forum to refine their clinical reasoning skills. The need for physical distancing during the COVID‐19 pandemic has shifted medical education towards virtual learning. Educators must now leverage digital tools to support the ongoing education of medical trainees. To meet this need, the Clinical Problem Solvers developed and implemented a multi‐institutional, online model for morning report called, “virtual morning report (VMR).”

Introduction The provision of real-time medical direction to emergency medical services (EMS) providers is a core skill for the emergency physician, yet it is one with a wide variability of training received within residency. Methods We developed a complete training module for providing online medical control to EMS providers, including two lectures, multiple case-based scenarios for practice via two-way radio, a survey of participants’ self-perceived knowledge and comfort in this area, and a postmodule knowledge test. Participants completed the survey both before and after the module. The module was given during the regularly scheduled didactic conference series. There were 22 participants, some of whom were attendings and medical students. Results The survey responses showed a statistically significant improvement after completion of the module for all questions, including improved self-perceived comfort with providing online medical control. Additionally, all participants passed the postmodule knowledge test with a mean score of 95%. Discussion This module was well received and showed significant results in improving the participants’ self-perceived and tested knowledge of EMS as well as their comfort with providing online medical control. The module offers an excellent baseline training experience for use by other residencies or agency medical directors.

The current study is a collective self-study on how we as 15 teacher educators at a university in Norway tried to improve our teaching through working with cases with the aim of better supporting student teachers in making links between theory and practice. We wanted to address the common criticism in teacher education concerning a perceived gap between practice and theory. Our presupposition was that one way to prepare student teachers for work and bring together theoretical and practical knowledge would be through case-based teaching. We agreed that we wanted to try different ways of working with cases and to follow our own actions with research and conduct a self-study. Throughout the project, each teacher educator experienced to learn about case-based teaching, but our joint learning was limited due to practical issues and lack of time. With teacher education as a shared responsibility, our conclusion is that teacher educators need time to develop as a team, not only as individual teachers. publishedVersion

Teachers rarely have preparation to analyze and disrupt the social (in)justice ethical dilemmas that arise in their classrooms. Scans of newspaper headlines reveal teachers making unethical decisions. Yet, teacher education programs rarely include opportunities for students to systematical analyze social justice-oriented cases that illuminate the inequities rooted in our sociocultural context of teaching and learning. This chapter overviews the process for social justice-oriented case-based teaching with an ethical reasoning framework to bridge the theory-to-practice gap in social justice teacher preparation.

The Emerging Engineering Education(3E) is the national strategy for upgrading engineering education implemented by the Ministry of Education in China. Circuits education is crucial in the first phase of any electrical engineering curriculum. In order to change the status that emphasizing theory over practice in the circuit principle course, the core content of the course is divided into several teaching units, and the case-based teaching method is carried out. This paper gives several engineering examples and their implementation process is described, including the human body's resistance model, dual tone multi frequency, etc. For testing the teaching effect, two contrast experiments were designed. The experiment proved that compared with the traditional teaching model, students have significantly improved their active ability, practical ability, and scientific research ability through case-based teaching. So the case-based teaching method is an effective method for new century students.

Background: Sustaining interest and promoting deep learning is a challenge in any teaching method. The purpose of the study is to find the perception of trainee doctors in Internal Medicine and teaching faculty on the usefulness of case-based learning (CBL) and to compare assessment knowledge outcome with didactic seminars. Methods and Materials: We developed and conducted a CBL teaching program on eight topics in infectious diseases. First group had CBL and second group had didactic seminars. In step 1, a clinical case was introduced in stages. Learning objectives were formulated and topics were divided among the trainees. At step 2, trainees shared what they had learnt from self-directed learning. Faculty summarized the case and learning points. In the seminar group, trainees made presentations on the given topics. Trainees who had CBL underwent a questionnaire survey. Multiple choice questions-based test was administered for both the groups. Results: The trainee doctors and staff overwhelmingly found CBL to be more interesting, stimulating, and useful compared to didactic seminars. There was no statistical difference in the test scores. Conclusions: CBL is a useful and interesting method of learning and should be employed more often in teaching for trainee doctors.

Challenge: "Case-based teaching" is a buzzword for engaging clinical teaching through cases, but how can it be implemented effectively in practice? We review popular case-based teaching methods (i.e., one-minute preceptor, SNAPPS, and the "Aunt Minnie method") for use during traditional one-on-one clinical preceptorships in the ambulatory dermatological setting.

This article examines the use of case-based approaches to fatal incidents in outdoor education (OE) with a view to fatality prevention. Fatalities are rare in OE and therefore it is nearly ...

The authors review 33 cases and related materials to understand how customer lifetime value (CLV) is taught. The authors examine (a) whether CLV is calculated using something other than contribution (e.g., revenue), (b) whether discounting is used, and (c) whether acquisition costs are subtracted before reporting CLV. The authors show considerable confusion in teaching materials; they contain incorrect formula, erroneous claims, and contradict other materials from the same school. The solutions that the authors offer should improve the teaching of CLV. The authors recommend educators always (a) use contribution margin, (b) discount cash flows, and (c) never subtract acquisition costs before reporting CLV.

Aim Reported paediatric prescribing error rates are up to 13% and in our trust a baseline audit found our local error rate was 5.4%. A number of these errors are made by non paediatricians prescribing for paediatric patients. We wanted to increase their confidence in paediatric prescribing to try and reduce paediatric prescribing errors. Method We organised interactive case based teaching sessions for both the emergency medicine doctors and surgical doctors who commonly prescribe for our paediatric patients. We asked doctors to self-rate their confidence from strongly agree to strongly disagree with regards to prescribing in paediatrics. We then asked them to self-rate their confidence after the teaching session. Results Prior to the teaching sessions the majority of doctors said they either strongly disagreed or disagreed about their confidence in paediatric prescribing (25 out of 34 doctors). After the teaching sessions all doctors said they either agreed or strongly agreed that the session had increased their confidence in prescribing. Furthermore, we received many positive comments, in particular doctors appreciating the opportunity to practice prescribing for paediatric patients in an interactive environment. A repeat audit has shown a reduction in local error rate to an average of 3.4% from January to September 2018. We feel that the teaching sessions for non-paediatricians have helped to play a role with this. Conclusion Increasing confidence in paediatric prescribing for non-paediatricians is extremely important. We used interactive case studies in our teaching sessions, although we know this does not replicate seeing an actual patient, giving doctors a safe environment in which to learn in and ask questions helped improved confidence in prescribing. We feel that these teaching sessions have also helped to reduce our local error rate.

INTRODUCTION: Teaching is one of the most important needs of human societies, and selecting the best method of teaching is so important to improve the teaching as well as learning of students. The purpose of this study was to determine the effect of case-based teaching (CBT) and flipped classroom methods in comparison with lecture method on students' learning and satisfaction at internship of Department of General Surgery, Isfahan University of Medical Sciences. MATERIALS AND METHODS: This experimental study was performed on fifty medical surgery internship students in Isfahan University of Medical Sciences in 2017. Students were randomly divided into two groups of control group and intervention group. The data were collected by a posttest after holding every class and a researcher-made form for evaluating students' satisfaction after the end of the project. The results of this study were analyzed by SPSS 21 software using descriptive statistical methods (mean and standard deviation) and paired t-test. RESULTS: The comparison of the mean posttest scores in the three classes showed that the mean scores of the students in the intervention group in the first and second sessions unlike the third session were higher than that in the control group; this difference was statistically significant in the first session (P = 005) and the third session (P = 0.002). Students' satisfaction with case-based learning method (4.03 ± 0.87) was higher than that of lecture method (2.88 ± 0.78). CONCLUSION: In CBT and flipped classroom, students' learning and the quality of teaching were improved. In addition, students were more satisfied with this method in comparison with the lecture method. However, it should be noted that the success of using this teaching method depends on choosing the appropriate subject.

Introduction Ethics is an integral component of child and adolescent psychiatry. While ethics can seem abstract or philosophical, its tenets are fundamental to the practice of medicine. Understanding relevant ethical principles shapes how practitioners make decisions in all activities, including clinical, administrative, research, and scholarly. Methods Using the American Academy of Child and Adolescent Psychiatry (AACAP) Code of Ethics as the framework, these vignettes serve as stimulus material to help teach the ethical principles relevant to child and adolescent psychiatry practice. Each vignette briefly describes a clinical situation in practice, followed by questions and possible appropriate responses. The teacher's guide includes a discussion of the relevant ethical principles and perspectives on how to think about the issues involved. A supplementary overview of ethical issues in child and adolescent psychiatry and a list of resources are also provided. Results We and other child and adolescent psychiatrists have used this curriculum at professional organizational meetings, in residency programs, and in teaching medical students with positive learner responses. Discussion This curriculum was developed by members of the AACAP Ethics Committee with input from the entire committee in an effort to produce material that was easy to use and provided valuable content about an essential aspect of practice that is relevant to all practitioners at all levels. While designed for child and adolescent psychiatrists, the content is relevant to all physicians working with children, adolescents, and families.

Introduction Clinical reasoning is the complex cognitive process that drives the diagnosis of disease and treatment of patients. There is a national call for medical educators to develop clinical reasoning curricula in undergraduate medical education. To address this need, we developed a longitudinal clinical reasoning curriculum for internal medicine clerkship students. Methods We delivered six 1-hour sessions to approximately 40 students over the 15-week combined medicine-surgery clerkship at Penn State College of Medicine. We developed the content using previous work in clinical reasoning, including the American College of Physicians' Teaching Medicine Series book Teaching Clinical Reasoning. Students applied a clinical reasoning diagnostic framework to written cases during each workshop. Each session followed a scaffold approach and built upon previously learned clinical reasoning skills. We administered a pre- and postsurvey to assess students' baseline knowledge of clinical reasoning concepts and perceived confidence in performing clinical reasoning skills. Students also provided open-ended responses regarding the effectiveness of the curriculum. Results The curriculum was well received by students and led to increased perceived knowledge of clinical reasoning concepts and increased confidence in applying clinical reasoning skills. Students commented on the usefulness of practicing clinical reasoning in a controlled environment while utilizing a framework that could be deliberately applied to patient care. Discussion The longitudinal clinical reasoning curriculum was effective in reinforcing key concepts of clinical reasoning and allowed for deliberate practice in a controlled environment. The curriculum is generalizable to students in both the preclinical and clinical years.

Among programming languages, C++ programming language is relatively difficult to learn. In order to help students learn C++ language better, two solutions is proposed in this paper. The first solution is to introduce the idea of flipped classroom into C++ teaching. Because of the many difficulties in C++, students can watch and discuss with their classmates anytime and anywhere through the video explanation of the flipped classroom. Teachers explain the key points and difficulties in offline classrooms, which will help students quickly master C++ knowledge points.The second solution is to design a case based on a real project and then integrate the case into daily C++ teaching. In this way, students can quickly transition from the level of knowledge mastery to the level of knowledge application, which helps to cultivate students’ coding ability based on real project.

Case teaching method (hereinafter referred to as TM) is an effective TM to cultivate students’ ability and improve their quality. The 21st century is the information age, computer-aided art design has become the latest means of artistic design expression. Through computer-aided technology, designers can express themselves through a new form of artistic expression, which brings profound changes to the aesthetics and thinking of art design. Therefore, we should integrate science and technology with artistic connotation, which will promote the sustainable development of computer-aided art design. Case TM is based on the needs of teaching objectives and content to select a typical example of a TM, which can better carry out art design teaching.

Introduction: Third-year medical students traditionally receive their didactic or small group teaching sessions from clinical faculty during clerkship rotations. Near-peer teaching is increasingly recognized as an acceptable method for teaching, however most near-peer teaching takes place during the pre-clinical curriculum. We sought to determine if fourth year medical students were noninferior to faculty in facilitating small group discussions during clerkship rotations. Methods: Seventy-five third-year medical students participated in a small group session focused on rheumatologic diseases during their internal medicine clerkship rotation. Students were taught by fourth-year medical students who self-selected to participate as near-peer teachers at 1 clinical site (near-peers, N = 36) and by clinical faculty at another site (N = 39). At the end of the session, third-year medical students completed a survey evaluating teacher performance and effectiveness. Results: There was no significant difference between the 2 groups on each of the 17 survey items assessing teacher performance, the total teaching performance score, and the teaching effectiveness rating (all P-values >.05). A mean between-group difference of 2% in favor of the near-peers indicated noninferiority of the near-peer teachers compared with faculty teachers on the total teaching performance score. An absolute difference of 14% in favor of the near-peers indicated noninferiority of the near-peer teachers compared with faculty teachers on the teaching effectiveness score. Near-peer teachers reported several benefits, including improving their own medical knowledge and skills as a future educator. Discussion: Our data supports the noninferiority of the perceived performance and effectiveness of near-peer teachers compared to faculty teachers in the clerkship setting. Adding near-peer teachers to the clerkship setting is feasible and can be beneficial to all stakeholders.

In order to solve the existing problems of case-based teaching, the construction of the independent case-based teaching system is proposed, and the connotation and advantage of independent teaching system are analyzed. With the construction of network teaching platform, case-based teaching process is optimized and function is reorganized through the system layering design and system function module design. The network platform provides support for the construction of the independent case-based teaching system. The independent case-based teaching can promote students’ active learnin