Effectiveness of Case Based Learning in First MBBS Students in Physiology: An Approach towards to Promote Clinical Diagnostic Reasoning

Abstract

Objectives: Case-based learning (CBL), a relatively new approach, was used in this study to teach physiology, a basic science. The goal was to evaluate the effectiveness of case-based learning in first-year medical students. The goals were to increase students' interest and motivation for learning physiology, as well as to improve their comprehension, reasoning skills, and knowledge retention. Methods: In the Department of Physiology, a mixed method study was carried out. Following traditional teaching and the case-based technique, 138 students were tested using MCQs, a pretest, and a posttest. For students' comprehension, the scores from the two tests were compared. The teaching method was evaluated by students and faculty using a Likert scale. MEQ was used to assess knowledge retention after one month. To examine differences, a paired t test and a one sample test were used. Results: The student’s performance in MCQ tests was statistically significantly better after 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 ). Mean± SD of MEQ was 5.937984 ± 2.108398,(p value < .25 as compared to CI). According to student feedback, CBL was the most informative and motivating session. CBL, according to 96% of respondents, encourages active learning and improves communication and teamwork skills. 84 percent agreed that it improves clinical reasoning, attitudes, and interpersonal skills. According to facilitator feedback, CBL is useful for developing students' interest, improving understanding, and clinical reasoning. Conclusions: Students' performance and strong preference for CBL imply that more CBL modules should be implemented in medical education.