Improving Epidemiology Knowledge through Case-Based Learning among Health Administration Students: A One-Group Pretest–Posttest Study
Keywords:
Case-Based Learning, Epidemiology, knowledge, Students, Health AdministrationAbstract
Epidemiology is one of the fundamental subjects in Health Administration education that requires an understanding of concepts and the ability to interpret epidemiological information. However, students still experience difficulties in understanding and relating epidemiological concepts to health problems. This study aimed to analyze differences in students’ epidemiological knowledge before and after the implementation of the Case-Based Learning (CBL) model. This study employed a quantitative approach with a pre-experimental design using a One Group Pretest–Posttest Design. The subjects consisted of 13 students of the Health Administration Study Program selected using a total sampling technique. Data were collected using an epidemiological knowledge test consisting of 25 multiple-choice questions administered before and after the implementation of CBL. Data analysis included descriptive analysis, a normality test, and a Paired Sample t-Test to analyze differences in knowledge scores before and after the learning intervention. The results showed that the mean knowledge score increased from 62.46 in the pretest to 78.15 in the posttest, with a mean increase of 15.69 points. The results of the Paired Sample t-Test indicated a statistically significant difference between students’ knowledge scores before and after the implementation of CBL (p = 0.001). These findings indicate an increase in students’ epidemiological knowledge scores following the implementation of CBL. Therefore, CBL can be used as an alternative learning approach to support the improvement of epidemiological knowledge among Health Administration students.
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