ArticleJournal of education and health promotion2022
Encouraging students' engagement and promoting deep learning in immunology through an interactive clinical case problem-solving (CCPS) approach: Perception among cohort of medical students in Oman.
Article in Journal of education and health promotion, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
4 citing papers in PubMed.
- Predicting the adoption of evidence-based practice (EBP) based on critical thinking levels among nursing students.BMC nursing · 2026Article
- Application of an iterative generative AI-augmented teaching model in medical immunology education.Frontiers in artificial intelligence · 2026Article
- Review of content, teaching, and evaluation methods of immunology for medical students: A systematic review.Journal of education and health promotion · 2025Review
- Engaging students through activity-based bingo games in immunology course: Determining students' perception and measuring its influence on academic performance.Journal of education and health promotion · 2024Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundModern competency-based medical education emphasizes student-centered teaching-learning strategies where students take responsibility of their own learning. Student-centered approaches facilitate multifaceted learning such as observation, critical evaluation, analysis, deeper understanding, and application of knowledge. The current study aims at assessing the students' perception on utilization of clinical case problem-solving approach (CCPS) to promote their lifelong learning. MATERIALS AND
methodsThe present cross-sectional study was conducted at College of Medicine and Health Sciences (CoMHS) during the year 2021-2022. MD3 students of the academic year 2021-2022 were the study participants. The study was approved by institutional Ethic and Review Committee. Students' performances were assessed through pre-test and post-test performances. Students' feedback was collected through a predesigned questionnaire on a 3-point Likert scale. Cronbach's alpha coefficient test was used to assess the reliability of the questionnaire. The data was entered to Microsoft Excel and analyzed using SPSS software version 22. Paired
resultsIn total, 103 participants were included in the study. Post-test scores were significantly higher compared to pre-test scores (
conclusionFrom our study results, it can be concluded that CCPS is an effective learning strategy to encourage students' engagement and promote their deep learning skills.
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Registered trials
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