“After the class session, I am knowledgeable about Ebola virus”
(Table 1). When asked questions about how students perceived
their learning about specific concepts and acquiring specific skills
relevant to the stated learning objectives of this instruction, the
response was overwhelmingly positive. Across all thirteen questions, in no case did more than 17 percent of students not feel confident that they could accomplish the stated goals (Figure 2).
Indeed, for several learning objectives (five of thirteen), over 90
percent of students responded positively that they were confident
in their abilities and/or knowledge after the instruction, and none
were below 53 percent. Collectively, these data suggest that most
students enjoyed completing the case study and perceived that it
benefitted their learning.
Student Learning Gains
Consistent with the perceptions data, students exhibited significant
learning gains after the case, as evidenced by their scores on
identical question sets pre- and post-instruction (Figure 3). On all
questions, average correctness improved after instruction with the
case (Figure 3A). Further, on eight of the ten questions, the normal-
ized learning gains were over 50 percent, with an overall normalized
learning gain of 63.2 percent (Figure 3B). The normalized learning
gains capture the percentage of the material that the students did
not know prior to the case study and were able to answer correctly
after instruction. Such learning gains were relatively consistent on
questions from all levels of Bloom’s Revised Taxonomy, including
those requiring higher levels of critical thinking (Appendix II and
data not shown).
Two common Ebola misconceptions were also examined directly in
this study (Appendix III) (Miller, 2016). The first was the etiological
agent that causes the disease (e.g., bacteria, virus, protist, etc.)
addressed in Question 1, and the second was the misconception that
Figure 1. Student perceptions of the case study teaching methodology (n = 32).
Table 1. Student perceptions of general learning gains and resolving misconceptions about the material
through The Ebola Wars: General Edition case study (Addy et al., 2016) (n = 32).
Disagree Disagree Neutral Agree
Prior to class session, I did not know much about the
Ebola virus. 0% 0% 19% 67% 15%
After the class session, I am knowledgeable about the
Ebola virus. 0% 22% 38% 31% 9%
Prior to the class session, I had misconceptions about
the material. 0% 0% 13% 47% 41%
After the class session, my misconceptions were
remedied. 0% 13% 22% 38% 28%