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Completed

NCT Number: NCT06321315

The Effect of Case-based Teaching on Midwifery Undergraduate Students

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.

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Key information

Conditions

Midwifery Students

Age range

18 year–45 year

Sex eligibility

Female

Study type

Interventional

Phase

Not applicable

Primary location

Kahramanmaras Sutcu Imam University

Kahramanmaraş, 46050, Turkey (Türkiye)

About this study

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.

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

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.

Treatment and study plan

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.

Primary outcomes

  1. Determination of Critical Thinking Motivation

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

    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.

  2. Determination of Critical Thinking Motivation

    Time frame: Four weeks after the first interview, the Critical Thinking Motivation Scale is administered as a pre-test to all students in both groups.

    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.

Secondary outcomes

  1. Determining the level of Academic Motivation

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

    The academic motivation scale was developed by Bozanoğlu in 2004. Consisting of 20 items, the scale is 5-point Likert type. Students mark the items according to their suitability (1= Absolutely not suitable, 5= Absolutely suitable). The score range in the scale is 20-100. The higher the score on the scale, the higher the academic motivation of the individual.

  2. Determining the level of Academic Motivation

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

    The academic motivation scale was developed by Bozanoğlu in 2004. Consisting of 20 items, the scale is 5-point Likert type. Students mark the items according to their suitability (1= Absolutely not suitable, 5= Absolutely suitable). The score range in the scale is 20-100. The higher the score on the scale, the higher the academic motivation of the individual.

  3. Determining the status of access to information

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

    It is a multiple-choice questionnaire form created by the researchers after an extensive literature review in order to evaluate the knowledge of the students taking the Risky Pregnancy and Care course about the topics taught in case-based teaching. This question form was created in line with the learning objectives of the "Risky Pregnancy and Care" course. The draft form was revised after the expert opinion evaluation of the case examples and appropriate corrections and additions were made. After the revision of the case examples, the draft form of the revised information assessment form was submitted to the experts in the field of midwifery for evaluation in terms of comprehensibility, inclusiveness, expression and language. After the necessary revision, it will be applied as a multiple-choice pre- and post-test. The highest score of the form is 100 and the lowest score is 0 (max=100, min=0).

  4. Determining the status of access to information

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

    It is a multiple-choice questionnaire form created by the researchers after an extensive literature review in order to evaluate the knowledge of the students taking the Risky Pregnancy and Care course about the topics taught in case-based teaching. This question form was created in line with the learning objectives of the "Risky Pregnancy and Care" course. The draft form was revised after the expert opinion evaluation of the case examples and appropriate corrections and additions were made. After the revision of the case examples, the draft form of the revised information assessment form was submitted to the experts in the field of midwifery for evaluation in terms of comprehensibility, inclusiveness, expression and language. After the necessary revision, it will be applied as a multiple-choice pre- and post-test. The highest score of the form is 100 and the lowest score is 0 (max=100, min=0).

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

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

    It was used to assess students' satisfaction with the training methods used and the effect of the training methods on their perception of competence during clinical practice. In the scale, 0 means "not at all satisfied" and 10 means "very satisfied".

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

    Time frame: Four weeks after the first interview, the Visual Comparison Scale is administered as a pre-test to all students in both groups.

    It was used to assess students' satisfaction with the training methods used and the effect of the training methods on their perception of competence during clinical practice. In the scale, 0 means "not at all satisfied" and 10 means "very satisfied".

Sponsors and collaborators

Lead sponsor

Kahramanmaras Sutcu Imam University

Other

Registry information

Official study title

The Effect of Case-based Teaching on Critical Thinking Motivation, Motivation and Knowledge Acquisition in Midwifery Undergraduate Students

Important dates

Study start
2024
Primary completion
2024
Study completion
2024
First posted
Mar 20, 2024
Registry last updated
Jul 9, 2024

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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