The Effect of Case-based Teaching on Midwifery Undergraduate Students

NCT06321315 | Completed

• 1 other identifier: KSUESRAKARATASOKYAY006
• Study Type: interventional
• Target: 72
• Locations: 1 country
• Sites: 1

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.

Conditions

Midwifery Students

Keywords

Case discussion; Motivation; Critical thinking; Obtaining information; Midwifery; Student

Outcome Measures

Primary Outcomes (2)

• Determination of Critical Thinking Motivation

  The Critical Thinking Motivation Scale (CTMS) consists of 19 items and is rated on a Likert-type scale from 1 to 6. It has two main sub-dimensions as "expectancy" and "value". Consisting of 4 items, the main sub-dimension "expectation" aims to measure individuals' perceptions of the possibility of accomplishing the tasks. The second main sub-dimension, "value", has 15 items. The main sub-dimension "Value" consists of "achievement" (4 items), "usefulness" (4 items), "intrinsic value/interest value" (4 items) and "compensation" (3 items) The first sub-dimension of the main sub-dimension "Value", "achievement", measures the importance of doing a task well; "intrinsic value" measures the pleasure derived from doing a task; "usefulness" refers to how a task fits with one's future plans; "cost" refers to the constraint that engaging in an activity places on other activities, the evaluation of how much effort is required to complete the activity, and the emotional cost of doing so.

  At the first interview, the Critical Thinking Motivation Scale was applied to all students in both groups as a pre-test

• Determination of Critical Thinking Motivation

  The Critical Thinking Motivation Scale (CTMS) consists of 19 items and is rated on a Likert-type scale from 1 to 6. It has two main sub-dimensions as "expectancy" and "value". Consisting of 4 items, the main sub-dimension "expectation" aims to measure individuals' perceptions of the possibility of accomplishing the tasks. The second main sub-dimension, "value", has 15 items. The main sub-dimension "Value" consists of "achievement" (4 items), "usefulness" (4 items), "intrinsic value/interest value" (4 items) and "compensation" (3 items) The first sub-dimension of the main sub-dimension "Value", "achievement", measures the importance of doing a task well; "intrinsic value" measures the pleasure derived from doing a task; "usefulness" refers to how a task fits with one's future plans; "cost" refers to the constraint that engaging in an activity places on other activities, the evaluation of how much effort is required to complete the activity, and the emotional cost of doing so.

  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 (6)

• Determining the level of Academic Motivation

  At the first interview, the Academic motivation scale was applied to all students in both groups as a pre-test

• Determining the level of Academic Motivation

  Four weeks after the first interview, the Academic motivation scale is administered as a pre-test to all students in both groups.

• Determining the status of access to information

  At the first interview, the information assessment form was applied to all students in both groups as a pre-test

• Determining the status of access to information

  Four weeks after the first interview, the information assessment form is administered as a pre-test to all students in both groups.

• Evaluation of satisfaction with the training methods used and the effect of training methods on perceptions of competence during clinical practice

  At the first interview, the Visual Comparison Scale was applied to all students in both groups as a pre-test

Study Arms (2)

Intervention group (Case-based instruction group)

EXPERIMENTAL

Case-based teaching will be provided to second-year students who take the risky pregnancy and care course for the first time, who are included in the case-based teaching group by randomization method.

Behavioral: Case-based instruction

Control

NO INTERVENTION

The control group is the group in which no intervention was made.

Interventions

Case-based instruction BEHAVIORAL

Case-based instruction will be applied to the students in the intervention group. "Student Information Form", "Critical Thinking Motivation Scale", "Academic Motivation Scale" and "Knowledge Assessment Form" will be . All students will receive classical in-class theoretical education about such as hemorrhages, hyperemesis gravidarum, oligohydramnios and urinary system diseases. In the intervention group, after the theoretical teaching of each subject within the scope of the Risky Pregnancy and Care course, cases prepared on the basis of the subject taught to the students will be applied. "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 case-based teaching of four topics.

Intervention group (Case-based instruction group)

Eligibility Criteria

• Age: 18 Years - 45 Years
• Sex: female
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• Who agreed to participate in the research,
• nd 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.).

You may not qualify if:

• 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.

Sponsors & Collaborators

• Kahramanmaras Sutcu Imam University: lead

Study Sites (1)

Kahramanmaras Sutcu Imam University

Kahramanmaraş, Kahramanmaraş, 46050, Turkey (Türkiye)

Location

Related Publications (1)

• 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.

  PMID: 34016321 BACKGROUND

Related Links

• Related Info

Study Officials

• Esra KARATAŞ OKYAY, PhD

  Kahramanmaras Sutcu Imam University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: SUPPORTIVE CARE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Model Details: Intervention group (Case-based instruction group) Control group

Study Record Dates

• First Submitted: March 14, 2024
• First Posted: March 20, 2024
• Study Start: March 19, 2024
• Primary Completion: April 30, 2024
• Study Completion: April 30, 2024
• Last Updated: July 9, 2024

Record last verified: 2024-07

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)