Date of Award

Summer 2025

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Suha Tamim

Abstract

I implemented a different instructional approach for my medical Spanish course in Spring 2025. This case-based learning intervention utilized two main learning theories of socio-constructivism and situated learning theory in translation and interpreting studies (SLTIS) grounded in the learning design framework of case-based learning (CBL) to answer three research questions. Cases in both Spanish and English were provided for study participants to analyze and discuss. This research study used an embedded mixed-methods action research design (Efron & Ravid, 2020), with qualitative data embedded as the secondary source of data within a study that prioritized the primary quantitative data collected from survey instruments. A convenience sampling approach was used; a total of seven students consented to be part of the action research study. I collected quantitative data from PowerPoint rubrics; a modified version of the validated Mayo Case-Based Learning Systems (CBLS) Reflection Assessment Questionnaire; and the validated Student Satisfaction and Self-Confidence in Learning Questionnaire (SCLS)© questionnaire; and qualitative data from reflective narratives (Macpherson et al., 2022); the recorded small group discussions of the cases; and e-mailed interviews. Based on the data that I collected, it appeared that the study participants benefitted from using a case-based learning intervention in a medical Spanish course by moving from lower-order thinking skills to higher-order thinking skills as they learned and mastered the content covered in the cases, showing that active engagement in case-based learning is critical for developing the skills that students need in the real-world.

Rights

© 2025, DeOnna Lavette Reliford

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