1Professor & Unit Head, Department of Orthopaedics, Adesh Institute of Medical Sciences & Research, Bathinda
2Associate Professor and Head (Officiating), Department of Physiology, All India Institute of Medical Sciences, Bathinda
*Corresponding Author : Dr. Sonia Kochhar, Associate Professor and Head (Oficiating), Department of Physiology, All India Institute of Medical Sciences, Bathinda, Contact : +91 98966-72381, Email : kochhar.sonia.dr@gmail.com
Small group teaching in the form of Case Based Learning (CBL) -a guided inquiry approach was used to teach Endocrine Physiology. The aim was to assess the effectiveness of case-based learning in the first year MBBS students. The objectives were to promote self directed learning, to enhance reasoning skills in the students & to motivate faculty to adopt new integrated teaching methodology.
The study was conducted in the department of Physiology. The study group of 150 students (n=150), was divided into 2 groups A & B based on their roll numbers. Group A students experienced CBL & Group B students experienced Didactic lectures. Both groups were examined by MCQs, pretest & posttest respectively. The scores of the two tests were compared for student’s comprehension. Students & faculty feedback was evaluated for the teaching method using Likert scale. Appropriate parametric & non-parametric tests were used to analyze the data.
The student’s performance in MCQ tests was statistically significantly better after CBL (Mean±SD, 10.0±1.96)) as compared to after traditional teaching (Mean±SD, 7.7±2.17) (Paired t test, p- value of 0.004). In student’s feedback 86% agreed that CBL encouraged active learning & improved problem solving ability. 76 8% considered it to be more informative & helpful in relating & retaining knowledge. 80.2% students acknowledged that it helped to develop communication skills & 72.6% agreed that it improved group dynamics. More than 90% of the students felt that CBL would promote a better teacher-student relationship. Faculty feedback stated CBL useful for developing interest, improving understanding & clinical reasoning of the students. They also showed their willingness to participate in such sessions in future & acknowledged Case Based Learning as a better method of teaching.
Students performance & strong preference for CBL inferred more modules of CBL should be implemented in medical education.
Case based learning, Self directed learning, Reasoning skills, Integrated Teaching, Physiology
