The Use of Personal Narrative in Classroom Case Study Analysis to Improve Long-term Knowledge Retention and Cultivate Professional Qualities in Allied Health Students
This study evaluated the use of two different case study formats (clinically-oriented cases versus personally-oriented cases) to determine which was most effective in promoting long-term retention of clinically significant microbiology concepts, developing patient empathy, improving comprehension of...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
American Society for Microbiology
2010-01-01
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| Series: | Journal of Microbiology & Biology Education |
| Online Access: | https://journals.asm.org/doi/10.1128/jmbe.v11i2.204 |
| _version_ | 1818739512954585088 |
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| author | Linda M. Young Rodney P. Anderson |
| author_facet | Linda M. Young Rodney P. Anderson |
| author_sort | Linda M. Young |
| collection | DOAJ |
| description | This study evaluated the use of two different case study formats (clinically-oriented cases versus personally-oriented cases) to determine which was most effective in promoting long-term retention of clinically significant microbiology concepts, developing patient empathy, improving comprehension of patient compliance problems, and facilitating student understanding of transcultural health care concerns. The analysis was conducted in multiple sections of three different introductory microbiology classes targeting specific cohorts: nursing students, pharmacy students and other allied health students (pre-med, pre-PA, CLS, etc.). Retention of course content was determined by evaluation of multiple-choice and short answer examinations at least three weeks after completing case studies. Evaluation of patient empathy, understanding of patient compliance issues and transcultural health care concerns were determined via student surveys. The results of the study indicated that personalized cases significantly improved long-term retention of course content. In addition, student responses indicated that personalized case studies were more effective in developing patient empathy and aiding students in understanding issues patients have with complying with treatment recommendations. Finally, personalized case studies were effective tools for introducing students to the challenges of transcultural health care. |
| first_indexed | 2024-12-18T01:26:01Z |
| format | Article |
| id | doaj.art-019464720396479187d79d88a72f5639 |
| institution | Directory Open Access Journal |
| issn | 1935-7877 1935-7885 |
| language | English |
| last_indexed | 2024-12-18T01:26:01Z |
| publishDate | 2010-01-01 |
| publisher | American Society for Microbiology |
| record_format | Article |
| series | Journal of Microbiology & Biology Education |
| spelling | doaj.art-019464720396479187d79d88a72f56392022-12-21T21:25:43ZengAmerican Society for MicrobiologyJournal of Microbiology & Biology Education1935-78771935-78852010-01-0111210711210.1128/jmbe.v11i2.204The Use of Personal Narrative in Classroom Case Study Analysis to Improve Long-term Knowledge Retention and Cultivate Professional Qualities in Allied Health StudentsLinda M. Young0Rodney P. Anderson1Ohio Northern University, Ada, OH 45810Ohio Northern University, Ada, OH 45810This study evaluated the use of two different case study formats (clinically-oriented cases versus personally-oriented cases) to determine which was most effective in promoting long-term retention of clinically significant microbiology concepts, developing patient empathy, improving comprehension of patient compliance problems, and facilitating student understanding of transcultural health care concerns. The analysis was conducted in multiple sections of three different introductory microbiology classes targeting specific cohorts: nursing students, pharmacy students and other allied health students (pre-med, pre-PA, CLS, etc.). Retention of course content was determined by evaluation of multiple-choice and short answer examinations at least three weeks after completing case studies. Evaluation of patient empathy, understanding of patient compliance issues and transcultural health care concerns were determined via student surveys. The results of the study indicated that personalized cases significantly improved long-term retention of course content. In addition, student responses indicated that personalized case studies were more effective in developing patient empathy and aiding students in understanding issues patients have with complying with treatment recommendations. Finally, personalized case studies were effective tools for introducing students to the challenges of transcultural health care.https://journals.asm.org/doi/10.1128/jmbe.v11i2.204 |
| spellingShingle | Linda M. Young Rodney P. Anderson The Use of Personal Narrative in Classroom Case Study Analysis to Improve Long-term Knowledge Retention and Cultivate Professional Qualities in Allied Health Students Journal of Microbiology & Biology Education |
| title | The Use of Personal Narrative in Classroom Case Study Analysis to Improve Long-term Knowledge Retention and Cultivate Professional Qualities in Allied Health Students |
| title_full | The Use of Personal Narrative in Classroom Case Study Analysis to Improve Long-term Knowledge Retention and Cultivate Professional Qualities in Allied Health Students |
| title_fullStr | The Use of Personal Narrative in Classroom Case Study Analysis to Improve Long-term Knowledge Retention and Cultivate Professional Qualities in Allied Health Students |
| title_full_unstemmed | The Use of Personal Narrative in Classroom Case Study Analysis to Improve Long-term Knowledge Retention and Cultivate Professional Qualities in Allied Health Students |
| title_short | The Use of Personal Narrative in Classroom Case Study Analysis to Improve Long-term Knowledge Retention and Cultivate Professional Qualities in Allied Health Students |
| title_sort | use of personal narrative in classroom case study analysis to improve long term knowledge retention and cultivate professional qualities in allied health students |
| url | https://journals.asm.org/doi/10.1128/jmbe.v11i2.204 |
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