DOI: 10.3886/e158142v3
title: Minho MD: Training faculty in the transition to a case-based learning curriculum during the COVID-19 pandemic.

description: <b>Background</b>: The change in the teaching-learning process requires that faculty adjust their role towards facilitators of the learning process, as occurs in case-based learning (CBL) sessions. The School of Medicine of the University of Minho, as part of its new curriculum, MinhoMD, began a faculty development program dedicated to the CBL facilitation. The program was centered in simulations, involving encounters between faculty and senior high-school students. Due to the pandemic situations, all training took place in a virtual environment. <b>Method</b>: All faculty members to be engaged in the CBL-sessions and senior high school students were asked to respond to an anonymous feedback form composed of both 5-point Likert scale items and open answer questions about the relevance, usefulness, motivation, and satisfaction after participating in the CBL simulation sessions. The qualitative evaluation content analysis was based on Bardin. <b>Results</b>: All facilitators and students rated the relevance and usefulness as 4-5 (out of 5). All classified their satisfaction in the upper 4-5 grades. Students conveyed very high motivation to learn using CBL with all rating in the 4-5 grades, of which 78% as 5/5. Regarding the open questions, six key-elements were found based on the content analysis: practicing, autonomy, knowledge and learning, group discussion and teamwork, useful training, practical and interesting activity. Ten facilitators of the ongoing MinhoMD curriculum were asked, 6 months after the training sessions, about their usefulness to the real scenario. All considered them to have been useful: 60% classified it as 5/5, 30% as 4/5, and 10% as 3/5. <b>Conclusions</b>: The online simulation sessions successfully promoted the practice of CBL scenarios in the new MinhoMD faculty development. Of notice, high-school students revealed to be an excellent population for the training practice of faculty and to motivate students to the student-centered learning processes. Keywords: CBL; online sessions; faculty development.
description: Response Rates: <br>Nine facilitators (82%) and 35 students responded (81%) to most of the questions.<br><br><b>Facilitators:</b><br>Issue: Relevance and usefulness<br>Rate: 5 Response: 89% (8/9) <br>Rate: 4 Response: 11% (1/9) <br>Nonresponse: 2/11<br><br> Issue: Satisfaction <br> Rate: 5 Response: 78% (7/9)<br> Rate: 4 Response: 22% (2/9) <br>Nonresponse: 2/11<br> <br><b>Students<br></b>Issue: Relevance and usefulness<br>Rate: 5 Response:<b> </b>86% (30/35)<br>Rate: 4 Response: 14% (5/35)<br>Nonresponse: 8/43<br><br>Issue: Satisfaction<br>Rate: 5 Rensponse: 77% (27/35)<br>Rate: 4 Resoponse: 23% (8/35)<br>Nonresponse: 8/43<br><br>Issue: Motivation<br>Rate: 5 Response: 78% (14/18)<br>Rate: 4 Response: 22% (4/18)<br>Nonresponde: 27/43
description: Presence of Common Scales: At the end of Session 2, students and faculty from all groups were asked to respond to an online anonymous feedback survey composed of both 5-point Likert scale items and open answer questions. <br> Students’ questions:<br>1. Academic year – 11th or 12th?<br> 2. Were you satisfied with the simulation activity? – rate 1 (low) to 5 (high) <br> 3. Was the activity relevant and useful for understanding how Case-Based Learning (CBL) sessions work? – rate 1 (low) to 5 (high) <br> 4. What were the negative points of the activity? – open answer question <br> 5. Is the Case-Based Learning (CBL) model more motivating when compared to the traditional teaching design – rate 1 (low) to 5 (high) <br> 6. Any general feedback? – open answer question<br> <br> Faculty questions<br>1. Were you satisfied with the simulation activity? – rate 1 (low) to 5 (high)<br> 2. Was the activity relevant and useful for your work? – rate 1 (low) to 5 (high)<br> 3. What were the most important points of the activity? – open answer question<br> 4. Any additional comments about the sessions or the schedule overall? – open answer question<br> 5. Any general feedback on the simulation activity? – open answer question <br><br><br>
description: A total of 43 students and 11 facilitators were involved in the sessions.
description: Senior high school students (16-18 years of age) from the 11th and 12th grades (which are the last grades of high school) were recruited in two registrations phases, and all faculty members to be engaged in the CBL-sessions of the MinhoMD were invited to participate, as active facilitators or spectators.
description: web-based survey;