1Professor, Department of Physiology, Pacific Institute of Medical Sciences, Udaipur (Rajasthan)
2Associate Professor, Department of Biochemistry, Pacific Institute of Medical Sciences, Udaipur (Rajasthan)
3Professor, Department of Physiology, Lady Hardinge Medical College, New Delhi
4Associate Professor, Department of Physiology, ESIC Dental College, New Delhi
*Corresponding Author: Dr Ajay Kukreja Professor, Department of Physiology, Pacific Institute of Medical Sciences, Udaipur (Rajasthan)-313015 Email: ajaykukreja3@gmail.com
Online published on 10 April, 2018.
Teaching methodology is largely didactic lecture based. Active forms of learning such as Problem based learning (PBL) and Case based learning (CBL) have been gaining ground to facilitate self directed learning. Studies have shown that Active learning forms assist the students better to apply concepts of basic medical science such as Physiology & Biochemistry into clinical settings.
In this study we inclined to evaluate the impact of Novel method of teaching-Case based learning (CBL) on learning Physiology.
Present study was carried out on 115 first year MBBs students who attended scheduled physiology theory classes, by traditional method (Pre-Test CBL) and then by novel method (Test CBL). It is Modified CBL since it was conducted in a large study group. Pre-Test CBL and Post-Test CBL evaluation was done at the end of both the methods. Likert scale was used to evaluate students’ perception about the teaching methods.
In our study CBL had a positive impact (p<0.05) on marks obtained in Post-Test CBL evaluation. Girls performed better than boys in Post-Test CBL evaluation.(p<0.5). 72% of the students agreed that overall, CBLwas a better method of learning for them.
Our study concluded that students were receptive to the introduction of CBL and it had positive impact on the understanding of the topic.
Teaching methodology, Modified Case based learning (CBL), Physiology, Medical students
