Using case-based guided-inquiry instruction to produce significant learning in an undergraduate clinical parasitology class

Abstract

Patrick Jerry Paul Brown

Professional and pre-professional education in medical and allied health fields have undergone significant changes in the last century. In response to the calls for transformative education an undergraduate clinical parasitology class was created to produce a significant (transformative) learning experience. The objective is to describe the case-based pedagogy that was used in this course and the evidence that significant learning took place. Thirty one case studies were written using a learning cycle guided-inquiry approach. Student performance on exams and responses to a student assessment of learning gains instrument were evaluated to determine if significant learning took place. Student performance on exams was high, and responses to both Likert scale and free response questions on the SALG instrument indicate that all six dimensions of significant learning were present in the course experience. Integrated course design in a case-based guided-inquiry learning environment can produce a significant learning experience