Evaluation of effectiveness of case-based learning in clinical biochemistry teaching among phase-I MBBS students

Abstract

Background: Biochemistry is a crucial science in medical education, traditionally taught through didactic lectures and practical sessions. However, a shift toward a student-centric approach is promoting lifelong self-directed learning and motivation. Case-based learning (CBL) and interactive didactic lectures (IDL) are two methodologies, with CBL fostering critical thinking, problem-solving, and decision-making skills, while interactive lectures may not be as effective. Aims and Objectives: The objectives of the research were to evaluate the effectiveness of CBL in comparison with IDL in teaching clinical biochemistry to 1st-year MBBS students and to analyze the perceptions of both students and faculty members regarding CBL. Materials and Methods: The study used a pre-validated questionnaire and a prevalidated perception questionnaire to collect data from students and faculty members. The students were divided into two groups, with group A having odd roll numbers and group B having even roll numbers. The study was divided into two sessions. In session 1, both groups were assessed on their baseline knowledge through a pre-test on Topic 1, with group A receiving CBL and group B receiving an IDL. Post-tests were taken to evaluate understanding and retention of the material. In session 2, both groups underwent another pre-test on topic 2, with group A receiving an IDL and group B receiving CBL. Post-tests were also conducted to assess understanding and retention. Results: The results showed that both groups had similar pre-test performance, but the CBL group showed a significant improvement in post-test performance compared to the IDL group. In addition, both students and faculty members had a positive perception of CBL, with the majority agreeing that it improved teacher–student communication, facilitated active participation, enhanced understanding of key concepts, and promoted knowledge application. Conclusion: The study suggests that CBL is an effective teaching method for medical education, aligning with modern educational approaches that emphasize student-centered learning. The positive feedback and improved academic performance support the integration of CBL into medical curricula, promoting meaningful learning and preparing students for lifelong self-directed learning.