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. 2020 May 13;7:2382120520920640.
doi: 10.1177/2382120520920640. eCollection Jan-Dec 2020.

Case-Based Learning as an Effective Tool in Teaching Pharmacology to Undergraduate Medical Students in a Large Group Setting

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Free PMC article

Case-Based Learning as an Effective Tool in Teaching Pharmacology to Undergraduate Medical Students in a Large Group Setting

Gurleen Kaur et al. J Med Educ Curric Dev. .
Free PMC article

Abstract

Background: The need for case-based learning in basic subjects is being recognized world over. Early clinical illustrations and actual clinical exposure enable students to associate basic science and real patient situations, probably increasing their retention of knowledge. The study was conducted to introduce an alternate method of teaching-learning in pharmacology in a large classroom setting to integrate pharmacology into clinical setting for better learning and understanding of the subject.

Methods: Ninety-four students of second professional MBBS of a medical college in Punjab were divided into 2 groups and were taught a 2-hour topic in pharmacology using case-based learning (CBL) method and didactic lecture (DL) method using a crossover design. Their attendance and written test score at the end of teaching session were compared. Feedback from students and faculty was taken by prestructured questionnaires.

Results: There was an increase in students' attendance (P = .008) in CBL sessions but insignificant difference in their performance (P = .98) in the tests. Most (84%) of the students felt that CBL is a better method of teaching-learning than traditional DL. The teaching faculty felt that the students looked more interested and were themselves more motivated for the newer method of teaching.

Conclusions: Case-based learning led to improvement in student motivation, satisfaction, and engagement. Most students and faculty accepted that CBL was an effective learning tool for pharmacology teaching in a large group setting and supported the incorporation of CBL into traditional DL teaching.

Keywords: Case based learning; Feedback; Medical Education; Pharmacology.

Conflict of interest statement

Declaration of conflicting interests:The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Figures

Figure 1.
Figure 1.
Attendance of students in the 2 groups in the sessions. CBL indicates case-based learning; DL, didactic lecture.
Figure 2.
Figure 2.
Marks obtained in written test by students of CBL vs DL groups. CBL indicates case-based learning; DL, didactic lecture.
Figure 3.
Figure 3.
The response to the student feedback questionnaire (based on a 5-point Likert-type scale). Perception of students to CBL sessions. CBL indicates case-based learning.
Figure 4.
Figure 4.
The response to the faculty feedback questionnaire (based on a 5-point Likert-type scale). Perception of faculty to CBL sessions. CBL indicates case-based learning.

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