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      Pedagogías emergentes: los desafíos del uso de las tecnologías emergentes en la educación superior de las ciencias médicas en el contexto de adquisición de competencias clínicas

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          A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplines.

          Case-based teaching is regarded as a superior instructional method compared with lectures in promoting a learner's critical thinking skills. While much is known about the role a discussion facilitator plays in case-based teaching, the debate on the influence of the format and structure of cases on learning is controversial. We sought to identify strategies for constructing cases based on studies from multiple disciplines, which report the development and use of cases in teaching and learning. The purpose was to offer the medical and other educational communities a conceptual framework that can be examined in future research. Based on a review of 100 studies, we synthesised 17 strategies around 5 core attributes of cases: relevant (level of learner, goals and objectives, setting of case narrative); realistic (authenticity, distractors, gradual disclosure of content); engaging (rich content, multiple perspectives, branching of content); challenging (difficulty, unusual cases, case structure, multiple cases), and instructional (build upon prior knowledge, assessment, feedback, and teaching aids). Despite the wide use of cases in disparate disciplines, there has been no overarching study that synthesises strategies of case development or tests these strategies in research settings. The framework we developed can serve as a menu of case development options that educators and researchers can pilot and evaluate in their local settings.
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            La caída de los muros del conocimiento en la sociedad digital y las pedagogías emergentes

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              Tendencias emergentes en educación con TIC

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                Author and article information

                Journal
                fem
                FEM: Revista de la Fundación Educación Médica
                FEM (Ed. impresa)
                Fundación Educación Médica y Viguera Editores, S.L. (Barcelona, Barcelona, Spain )
                2014-9832
                2014-9840
                2022
                : 25
                : 6
                : 261-262
                Affiliations
                [2] Río Negro orgnameUniversidad Nacional del Comahue orgdiv1Departamento de Pediatría Argentina
                [1] Río Negro orgnameUniversidad Nacional del Comahue orgdiv1Departamento de Cirugía Argentina
                [3] Río Negro orgnameUniversidad Nacional del Comahue orgdiv1Facultad de Ciencias Médicas orgdiv2Área de Educación Mediada por Tecnología Argentina
                Article
                S2014-98322022000600007 S2014-9832(22)02500600007
                10.33588/fem.256.1245
                a18c4a1b-911a-4763-958d-d45601915d17

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

                History
                : 18 November 2022
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 10, Pages: 2
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                SciELO Spain

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