Evaluating Case-Based Learning versus Tradional Method of Teaching-Learning for Undergraduate Medical Student: A Comparative Study

In the present Medical system, we are still using traditional didactic teaching method. This method has disadvantage of pedagogical variations and information overload causing dissatisfaction to the students. Case-based learning (CBL) uses virtual ‘trigger cases’ to create interest in a particular area of curriculum. Learning and remembering the subject is much easierwhen youlink itto real-lifepatientcases'and get genuinefeelthathow essentialit is toclinicalpractice.

Evaluating CBL versus traditional method of teaching-learning for undergraduate medical student-a comparative study. Undergraduate medical students should learn knowledge, attitude and skills for management of Pediatric cases through CBL. To study perception of students and faculties for CBL, by using structured feedback.

Undergraduate students were randomly divided into two groups and subjected to pretest for both topics. After that, one group had traditional teaching and the other group underwent CBL session. Cross-cover of groups for teaching methods was done for second topic. Posttest was conducted and statistical analysis done. Feedback of students and faculties were taken in questionnaire based on 5point Likert scale.

On data analysis, there was significant improvement in the average marks secured by the CBL group when compared to traditional group (p<0.001). Feedback of students suggested that CBL session were more useful for confidence and retention of knowledge (94%). Feedback of faculties suggested that CBL did not increase their workload and should be useful for other topic in pediatrics.

The present study concludes that CBL method generates interest in students to learn new thing. Learning and remembering the subject is much easier when you link it to real-life patient cases and get confidence for clinical practice.