Abstract
This article was migrated. The article was not marked as recommended. Background: Implementing case-based learning (CBL) in the Integrated Modular Curriculum has proved a great efficiency in teaching medical students. We aim to develop and validate a customized model of CBL to integrate disciplines while meeting the requirements of our national academic reference standards. Phase I medical students' reflection is presented. Methods: In this retrospective cross-sectional study, we present our experience in introducing CBL in a hybrid mixed model of teaching the pathology course to phase I, first batch (2016-2022) students. The data are collected from feedback questionnaires, the CBL implemented in the teaching of the pathology course is compared to the other implemented methods (didactic lectures, students' presentations, PBL, and skills'labs), in the integrated modules. Also, a focus group has been conducted to receive the students' reflection and suggestions for improvement. Results: Students' satisfaction with CBL was the highest among all the teaching methods of the modules and other learning modalities with a mean of 4.77±0.46. Results were statistically significant (< 0.001). Conclusion: Most of the students declared that the customized CBL model is a convenient tool to be used in the Integrated Modular Curricula. Satisfaction is superior to that of didactic lectures and even other interactive teaching methods.
Highlights
Dr James Lorrain Smith in 1912 was the first to introduce case-based learning (CBL) in teaching pathology at the University of Edinburgh (Mclean, 2016)
The Faculty follows an Integrated Modular Curriculum of credit points approved by the Supreme Council of Universities (SCU) of Egypt
Q1 Overall, how would you rate the pathology courses? Q2 How much help was applying the E-learning modality and the online activities in the modules? Q3 How much convenient was the implementation of the CBL to achieve the learning outcomes? Q4 How useful was the courses' material? Q5 How helpful were the CBL assignments to your understanding of the material? Q6 How well do the supplied educational materials meet the various teaching and learning styles?
Summary
Dr James Lorrain Smith in 1912 was the first to introduce CBL in teaching pathology at the University of Edinburgh (Mclean, 2016). Teaching medical students the fundamentals of the basic sciences in the context of clinical cases connect the concepts with practice, enhancing long-term retention and deeper understanding. Students attain foundational concepts (ideas), incorporate them with other concepts (connections) to develop a fundamental conceptual framework. They apply these integrated concepts to real-life examples (extensions) in a nonlinear, non-hierarchial fashion (Fostaty-Young and Wilson, 2000). Implementing case-based learning (CBL) in the Integrated Modular Curriculum has proved a great efficiency in teaching medical students.
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