A Comparative Study of Case-Based Learning vs. Traditional Teaching Method in Pathology in Indian Medical Graduates

Abstract

Background: There has been a substantial shift in the educational curriculum in Indian medical institutes with a more experiential approach toward teaching. One such method is case-based learning (CBL). Objectives: This study aimed to compare CBL with traditional method and gain students’ and teachers’ feedback. Methods: This was a cross-sectional study conducted in the Pathology Department among second-year bachelor of medicine and bachelor of surgery (MBBS) students. The students were divided into two groups of 75 students: group A was given anemia cases, and group B was given jaundice cases. After covering theory lectures on these topics, the students were given pre-test multiple-choice questions (MCQs). This was followed by this was followed by subdividing students into five groups and conducting three CBL sessions. This was followed by post-CBL test. Data were compared using paired t-test and analyzed using SPSS software version 16. Results: Out of 150, 110 students attended the pre-and post-CBL test and completed the feedback form. There was a significant improvement (P < 0.001) in the mean scores of students in both groups A and B from 8.31 and 7.54 to 13.44 and 12.71, respectively. Regarding the student feedback, it was revealed that 87% of the students agreed with the usefulness of CBL in better understanding of the topic and retention in memory. They also acclaimed that it encouraged their critical thinking and decision-making qualities. Among the faculties, all of them agreed with the incorporation of CBL in the routine curriculum. Conclusions: CBL improves students’ logical, analytical and clinical skills, which helps bridge the gap between theoretical knowledge and clinical skills. Rather than replacing, it serves better as an adjunct to the traditional lectures.