Efficacy of case-based learning as an adjunct to traditional teaching learning methods in Physiology

Abstract

Introduction: The present study was undertaken with the objective to assess the efficacy of clinical case history based modular teaching learning method on the performance of undergraduate medical students as an adjunct to the traditional teaching methods in physiology. Materials and Methods: The present study was performed on first professional MBBS students of two consecutive batches of Nilratan Sircar Medical College, Kolkata. After the first semester examination was taken, a significant deviation in teaching-learning method was employed. No case histories were discussed or introduced to the students of batch 2009-2010, batch 2010-2011 but they had been administered clinical case history based modules. Second semester examination was conducted where 25% of the questions were based on case histories for both batches while the remaining 75% of the questions consisted of non-case based items. Results: There had been no significant difference in performance (p = 0.246) in the first semester examination between the two batches. However, a significant difference (p < 0.05) was observed between the performances of the students of these two batches in case based items with batch 2010-2011 doing better. More importantly, performance of the students between these two batches differed significantly (p < 0.05) in favour of batch 2010-2011, where the marks obtained by them in non-case based items in the second semester examination was considered. Discussion: The authors concluded that clinical case based modules, when used as an adjunct to didactic lectures, not only served to enhance students' skill in tackling case based items, but also developed their critical thinking and higher ordered learning such that they became more adept at solving non case based items.

Application and Evaluation of Case-Based Learning as a Part of Early Clinical Exposure for Undergraduate Medical Education Program

“…The present study findings are also consistent with Rehman R [12] who found majority of medical students were able to understand core content of physiology and co relate it with pathological aspects to identify diseases by casebased learning. Our study concurs with the finding of Panja et al [13] where CBL was applied on two batches, and was found to impart significant difference in students' performance. Study done by Diwan et al [14] concluded that CBL when used as an adjunct to didactic lectures strengthens traditional teaching through active learning.…”

Assessing the effect of case-based teaching compared with lecture-based teaching on students’ knowledge and perceptions in a senior undergraduate dairy cattle management course

“…Interestingly, we did observe a tendency for CB teaching methods to improve student performance on multiple-choice questions. The observed tendency may be explained by the findings from Panja et al (2013) and Bi et al (2019) , whereby CB teaching methods improved student performance on CB and non-CB assessments. Case-based teaching methods have been associated with a deeper understanding and higher-level learning of the content compared with LB teaching ( Panja et al, 2013 ; Bi et al, 2019 ).…”

“…The observed tendency may be explained by the findings from Panja et al (2013) and Bi et al (2019) , whereby CB teaching methods improved student performance on CB and non-CB assessments. Case-based teaching methods have been associated with a deeper understanding and higher-level learning of the content compared with LB teaching ( Panja et al, 2013 ; Bi et al, 2019 ). In a meta-analysis, Bredow et al (2021) reported a consistent finding in existing research that student performance improved when active learning (e.g., CB) was used in addition to lecture.…”

“…Case-based teaching is suggested to enhance students’ motivation to learn and results in a deeper level of understanding ( Gal et al, 2018 ). Case-based methods can also optimize learning and performance on both CB and non-CB items when CB methods are used in addition to traditional lectures ( Panja et al, 2013 ). There is an agreement in the existing literature that CB methods result in greater development of profession-specific and problem-solving skills ( Hanson and Sinclair, 2008 ; Panja et al, 2013 ).…”

“…Case-based methods can also optimize learning and performance on both CB and non-CB items when CB methods are used in addition to traditional lectures ( Panja et al, 2013 ). There is an agreement in the existing literature that CB methods result in greater development of profession-specific and problem-solving skills ( Hanson and Sinclair, 2008 ; Panja et al, 2013 ). The presumed benefits of CB teaching methods should be weighed against the perceived drawbacks (e.g., heavy workload and time commitment) before the implementation in curriculum ( Gal et al, 2018 ).…”