COMPARISON OF TRADITIONAL- AND CASE-BASED METHOD FOR LEARNING PHYSIOLOGY AMONG 1ST YEAR MBBS STUDENTS

PRAMILA T; RAMAKRISHNA BANDARU; PRATHIBHA T; SURENDRA BV

doi:10.22159/ajpcr.2023v16i9.48822

Authors

PRAMILA T Department of Physiology, Viswabharathi Medical College and Hospital, Kurnool, Andhra Pradesh, India
RAMAKRISHNA BANDARU Department of Anaesthesia, Mallareddy Institute of Medical Sciences, Hyderabad, Telangana, India.
PRATHIBHA T Department of Computer Science and Engineering, Government Engineering College, Ramanagara, Karnataka, India.
SURENDRA BV Department of Physiology, Viswabharathi Medical College and Hospital, Kurnool, Andhra Pradesh, India

DOI:

https://doi.org/10.22159/ajpcr.2023v16i9.48822

Keywords:

Case-based learning, Active learning, Physiology.

Abstract

Objective: The medical science of physiology is both basic and applied. Traditional physiology instruction is teacher-centered, with little involvement from the students. A self-directed learning strategy focused on training through the use of personal narratives is known as case-based learning (CBL). The present study was conducted to assess the effectiveness of CBL method in teaching physiology among 1st year MBBS students.

Methods: This study was conducted among 1st year MBBS students of 2022–2023 batch. The study design included a pre-test, a CBL discussion on a specific topic, and a post-test following the CBL session. MS Excel and SPSS version 23 were used to gather, tabulate, and statistically analyze the data. Results from the pre-and post-tests were compared using the student’s “t” test, and p<0.05 was regarded as statistically significant. The 12 questions that made up the feedback survey were all expressed as percentages.

Results: When pre-and post-test results were compared, the post-test score after the CBL session was significantly better than the pre-test score of the session. The majority of students supported CBL activities. In student feedback, more than 95% of the students thought CBL classes helped interaction among them. More than 94% of the students thought CBL classes helped in clearing doubts, helped in increasing interest. More than 91% of the students thought CBL classes improved conceptual thinking.

Conclusion: Through active learning, CBL can be utilized as an addition to lectures to augment standard teaching/learning approaches. It encourages the drive to learn and the development of clinical reasoning

Downloads

Download data is not yet available.

References

Rehman R, Khan R, Akahai MA, Hassan F. Approach of freshly-inducted medical students towards learning at Bahria University medical and dental college. J Pak Med Assoc 2013;63:320-3. PMID 23914629

Ghosh S. Combination of didactic lectures and case-oriented problem-solving tutorials toward better learning: Perceptions of students from a conventional medical curriculum. Adv Physiol Educ 2007;31:193-7. doi: 10.1152/advan.00040.2006, PMID 17562910

Singh S, Savita S, Gautam S. Teaching styles and approaches: Medical students’ perceptions of animation-based lectures as a pedagogical innovation. Pak J Physiol 2009;5:16-9.

Kamran A, Rehman R, Iqbal A. Importance of clinically oriented problem solving tutorials (COPST) in teaching of physiology. Rawal Med J 2011;36:232-6.

Nair SP, Shah T, Seth S, Pandit N, Shah GV. Case based learning: Amethod for better Understanding of biochemistry in medical students. J Clin Diagn Res 2013;7:1576-8. doi: 10.7860/JCDR/2013/5795.3212, PMID 24086843

Majeed F. Effectiveness of case-based teaching of physiology for nursing students. J Taibah Univ Med Sci 2014;9:289-92. doi: 10.1016/j. jtumed.2013.12.005

Thistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, et al. The effectiveness of case-based learning in health professional education. ABEME systematic review: BEME Guide No. 23. Med Teach 2012;34:e421-44. doi: 10.3109/0142159X.2012.680939, PMID 22578051

Sathishkumar S, Thomas N, Tharion E, Neelakantan N, Vyas R. Attitude of medical students towards early clinical exposure in learning endocrine physiology. BMC Med Educ 2007;7:30. doi: 10.1186/1472-6920-7-30

Richards PS, Inglehart MR. An interdisciplinary approach to case-based teaching: Does it create patient-centered and culturally sensitive providers? J Dent Educ 2006;70:284-91. doi: 10.1002/j.0022-0337.2006.70.3.tb04084.x, PMID 16522757

Ma X, Luo Y, Wang J, Zhang L, Liang Y, Wu Y, et al. Comparison of student perception and performance between case-based learning and lecture-based learning in a clinical laboratory immunology course. LaboratoriumsMedizin 2016;40:283-9. doi: 10.1515/labmed-2016-0026

Dulloo P, Pathare NA. Case based methodology: A method to enhance the learning of physiological basis of cardiovascular and respiratory system to undergraduate medical students. Am J Educ Res 2013;10:425-9.

Pearson TA, Barker WH, Fisher SG, Trafton SH. Integration of the case-based series in population-orientated prevention into a problem-based medical curriculum. Am J Prev Med 2003;24;4 Suppl:102-7. doi: 10.1016/s0749-3797(03)00030-8, PMID 12744987

Hansen WF, Ferguson KJ, Sipe CS, Sorosky J. Attitudes of faculty and students toward case-based learning in the third-year obstetrics and gynecology clerkship. Am J Obstet Gynecol 2005;192:644-7. doi: 10.1016/j.ajog.2004.10.595, PMID 15696016

Engel FE, Hendricson WD. Acase-based learning model in orthodontics. J Dent Educ 1994;58:762-7. doi: 10.1002/j.0022-0337.1994.58.10. tb02897.x, PMID 7962913

Garvey MT, O’Sullivan M, Blake M. Multidisciplinary case-based learning for undergraduate students. Eur J Dent Educ 2000;4:165-8. doi: 10.1034/j.1600-0579.2000.040404.x, PMID 11168482

Bhardwaj P, Bhardwaj N, Mahdi F, Srivastava JP, Gupta U. Integrated teaching program using case-based learning. Int J Appl Basic Med Res 2015;5 Suppl 1:S24-8. doi: 10.4103/2229-516X.162262, PMID 26380204

Gade S, Chari S. Case-based learning in endocrine physiology: An approach toward self-directed learning and the development of soft skills in medical students. Adv Physiol Educ 2013;37:356-60. doi: 10.1152/advan.00076.2012, PMID 24292913

Ali M, Han SC, Bilal HS, Lee S, Kang MJ, Kang BH, et al. iCBLS: An interactive case-based learning system for medical education. Int J Med Inform 2018;109:55-69. doi: 10.1016/j.ijmedinf.2017.11.004, PMID 29195707