Effectiveness of Case Based Learning in First MBBS Students in Physiology: An Approach towards to Promote Clinical Diagnostic Reasoning | Chapter 10 | Emerging Trends in Disease and Health Research Vol. 6

 Case-based learning (CBL), a relatively new approach, was utilised to teach physiology, a basic subject, in this study. The purpose of the study was to see how successful case-based learning is for first-year medical students. The objectives were to improve students' comprehension, reasoning skills, and knowledge retention while also increasing their interest and desire for learning physiology.

Methods: A mixed method study was conducted in the Department of Physiology. 138 students were tested using MCQs, a pretest, and a posttest after receiving traditional instruction and using the case-based technique. The scores from the two tests were compared to determine the students' comprehension. Students and instructors used a Likert scale to rate the instructional style. After one month, MEQ was employed to test knowledge retention. A paired t test and a one sample test were employed to look for differences.

Results: Students performed considerably better on MCQ examinations following CBL (Mean SD, 10.00735 1.964486) than after traditional teaching (Mean SD, 7.698529 2.168187) (Paired t test, p-value of 0.05). MEQ's mean SD was 5.937984 2.108398, with a p value of.25 when compared to the CI. CBL was the most educational and motivating class, according to student responses. CBL stimulates active learning and increases communication and collaborative abilities, according to 96 percent of respondents. It enhances clinical reasoning, attitudes, and interpersonal abilities, according to 84% of respondents. CBL is useful for growing students' interest, improving understanding, and clinical reasoning, according to facilitator comments.

Conclusions: Based on the students' performance and significant desire for CBL, more CBL modules in medical education should be implemented.

Author(S) Details

Sunita Milind Tiwale
Department of Physiology, D. Y. Patil Medical College, Kolhapur, 416006 (MS), Maharashtra, India.

Vaishali Santosh Patil
Department of Biochemistry, D. Y. Patil Medical College, Kolhapur, 416006 (MS), Maharashtra, India.

Padmaja Rajey Desai
Department of Physiology, D. Y. Patil Medical College, Kolhapur, 416006 (MS), Maharashtra, India.

Amruta Nitin Kumbhar
Department of Physiology, D. Y. Patil Medical College, Kolhapur, 416006 (MS), Maharashtra, India.

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