A pilot study investigating the efficacy of technology enhanced case based learning (CBL) in small group teaching

Abstract

The recent paradigm shift in teaching provision within higher education, following the COVID-19 pandemic, has led to blended models of learning prevailing in the pedagogic literature and in education practice. This shift has also resulted in an abundance of tools and technologies coming to market. Whilst the value of integrating technology into teaching and assessment has been well-established in the literature, the magnitude of choice available to educators and to students can be overwhelming. The current pilot investigated the feasibility of integrating key technologies in delivering technology-enhanced learning (TEL) case-based learning (CBL) within a sample of year two medical students. The cohort was selected at random, as was the control group receiving conventional CBL. Both groups were matched on prior academic performance. The TEL-CBL group received (1) in-person tutorials delivered within an immersive learning suite, (2) access to 3D anatomy software to explore during their self-directed learning time, (3) virtual reality (VR) guided anatomy exploration during tutorials, (4) access to a generative AI-based simulated virtual patient repository to practice key skills such as communication and history taking, and (5) an immersive medical emergency simulation. Metrics assessed included formative academic performance, student learning experience, and confidence in relation to communication and clinical skills. The results revealed that the TEL-CBL group outperformed their peers in successive formative assessments (p < 0.05), engaged thoroughly with the technologies at their disposal, and reported that these technologies enhanced their learning experience. Furthermore, students reported that access to the GenAI-simulated virtual patient platform and the immersive medical emergency simulation improved their clinical confidence and gave them a useful insight into what they can expect during the clinical phase of their medical education. The results are discussed in relation to the advantages that key emerging technologies may play in enhancing student performance, experience and confidence.

Fig. 1

A sample of tools, technologies and facilities that were embedded within the TEL CBL pilot. These included (A) immersive virtual environments that could be explored on students’ individual devices, (B) a physical immersive learning suite that could accommodate the group of 10 TEL CBL students, (C) 3D anatomy software that was accessible using VR headsets as well (D) and interactive virtual patient clinical scenarios.

Fig. 2

Quiz score difference per unit between the TEL CBL and Control CBL groups.

Fig. 3

Engagement with interactive e-learning resources available to both groups.

Fig. 4

TEL CBL group student feedback on experience of new facilities and technologies.