Clinical trial NCT06321315: The Effect of Case-based Teaching on Midwifery Undergraduate Students
Official title: The Effect of Case-based Teaching on Critical Thinking Motivation, Motivation and Knowledge Acquisition in Midwifery Undergraduate Students
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Midwifery Students
Keywords: Case discussion
Motivation
Critical thinking
Obtaining information
Midwifery
Student
Lead sponsor: Kahramanmaras Sutcu Imam University
Sponsor class: OTHER
First posted: 2024-03-20
Enrollment: 72
Sex: FEMALE
Minimum age (years): 18
Maximum age (years): 45
Standard ages: ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: Intervention group (Case-based instruction group) Control group
Primary purpose: SUPPORTIVE_CARE

Brief summary: Case-based teaching will be applied to second year midwifery undergraduate students. The intervention group (case-based teaching implementation group) and the control group each consist of 35 students.

Detailed description: Materials and Methods: The randomized controlled study will be conducted between March-April 2024 with 70 students (35 intervention group and 35 control group) who are studying in the second year of Kahramanmaraş Sütçü İmam University, Faculty of Health Sciences, Department of Midwifery and taking the risky pregnancy and care course for the first time. Case-based teaching will be applied to the students in the intervention group. The students will be informed about the method to be followed in the study, the voluntary information form will be read to those who want to participate in the study, and their verbal and written permissions will be obtained. "Student Information Form", "Critical Thinking Motivation Scale", "Academic Motivation Scale" and "Knowledge Assessment Form" will be applied to the students as pre-test data with face-to-face method before the classical theoretical education in the classroom. Classical in-class theoretical education will be given to all students on the most frequently encountered risky pregnancy diagnoses such as hemorrhages, hyperemesis gravidarum, oligohydramnios and urinary system diseases. In the intervention group, the cases prepared on the basis of the subject taught to the students after each subject will be applied after the theoretical teaching of each subject within the scope of the Risky Pregnancy and Care course. The application will take place on different days, in 4 sessions and in each session, case-based teaching will be done for different topics. Each application is expected to last approximately 60-100 minutes. The cases in question were created by the researchers by reviewing the literature. The students in the control group will not be given any application after the classical theoretical education in the classroom. "Student Information Form (13th and 14th questions)", "Critical Thinking Motivation Scale", "Academic Motivation Scale", "Knowledge Assessment Form" and "Visual Comparison Scale" will be applied to all students as post-test data after the case-based instruction of four subjects.

Eligibility criteria: Inclusion Criteria:

* Who agreed to participate in the research,
* 2nd year midwifery student taking the "Risky Pregnancy and Care" course,
* No clinical experience in hemorrhages, hyperemesis gravidarum, oligohydramnios and urinary system diseases (Health Vocational High School Graduate etc.).

Exclusion Criteria:

* Incomplete completion of data collection forms,
* Not participating in all case-based teaching phases,
* Who want to leave the study,
* Working as a midwife in any health institution,
* Who have taken this course before.

Primary outcomes:
measure: Determination of Critical Thinking Motivation
timeFrame: At the first interview, the Critical Thinking Motivation Scale was applied to all students in both groups as a pre-test
measure: Determination of Critical Thinking Motivation
timeFrame: Four weeks after the first interview, the Critical Thinking Motivation Scale is administered as a pre-test to all students in both groups.
Secondary outcomes:
measure: Determining the level of Academic Motivation
timeFrame: At the first interview, the Academic motivation scale was applied to all students in both groups as a pre-test
measure: Determining the level of Academic Motivation
timeFrame: Four weeks after the first interview, the Academic motivation scale is administered as a pre-test to all students in both groups.
measure: Determining the status of access to information
timeFrame: At the first interview, the information assessment form was applied to all students in both groups as a pre-test
measure: Determining the status of access to information
timeFrame: Four weeks after the first interview, the information assessment form is administered as a pre-test to all students in both groups.
measure: Evaluation of satisfaction with the training methods used and the effect of training methods on perceptions of competence during clinical practice
timeFrame: At the first interview, the Visual Comparison Scale was applied to all students in both groups as a pre-test
measure: Evaluation of satisfaction with the training methods used and the effect of training methods on perceptions of competence during clinical practice
timeFrame: Four weeks after the first interview, the Visual Comparison Scale is administered as a pre-test to all students in both groups.
Other outcomes:
Locations:
city: Kahramanmaraş
country: Turkey
facility: Kahramanmaras Sutcu Imam University
state: Kahramanmaras
Study officials:
affiliation: Kahramanmaras Sutcu Imam University
name: Esra KARATAŞ OKYAY, PhD
role: PRINCIPAL_INVESTIGATOR
References:
citation: Gholami M, Changaee F, Karami K, Shahsavaripour Z, Veiskaramian A, Birjandi M. Effects of multiepisode case-based learning (CBL) on problem-solving ability and learning motivation of nursing students in an emergency care course. J Prof Nurs. 2021 May-Jun;37(3):612-619. doi: 10.1016/j.profnurs.2021.02.010. Epub 2021 Mar 2.