Inclusion of case-based learning within gross anatomy practical sessions

Abstract

Background The introduction of clinical scenarios or case-based learning within the practical gross anatomy sessions is one way of vertically integrating anatomy into medical curricula. This study presents the overall outcome of including case-based learning within the practical classes of gross anatomy to undergraduate final anatomy students (semester four), in the Faculty of Medicine, University of Khartoum. Methods This descriptive interventional study was implemented during gross anatomy practical sessions for final anatomy students (semester four) at the Faculty of Medicine, University of Khartoum. Case-based learning was added to traditional prosection-based stations. Data concerning the responses of participants to different items of Likert scale questions were collected through a self-administered questionnaire. The questionnaire covered aspects of gross anatomy teaching and learning. In addition, final anatomy examination scores (students who were exposed to case-based learning) were compared to scores of the previous year (not exposed to case-based learning). Data were analyzed using statistical package for social sciences version 20. Results Participants who responded to the questionnaire were 216 (78 males, 136 females and 2 were missing) out of 313, generating a response rate of 69%. The mean age of the participants in the study was 18.9 ± 0.84 years. Students reported increased satisfaction in all sessions where clinical scenarios casebased learning were included. The percentage of students who chose the options ‘strongly agree’ or ‘agree’ in the different questionnaire items were as follows:84.9 % for ‘’help in formulation of intended learning outcomes’, 76.8% for ‘gain of deep knowledge versus superficial knowledge’, 71.3% for ‘increased retention of anatomical facts’, 62.5% for ‘increased interest in anatomy course’, 74.4% for ‘increased understanding of gross anatomy course’, 76.4% for ‘enjoying gross anatomy’ and 72.9% expressed overall student satisfaction. Most of the students (89.7%) recommended continuation of the integrated casebased learning sessions. There was a significant improvement in students` scores in gross anatomy final examination when compared to previous year’s scores of students who were not exposed to case-based learning. The mean scores were 69.7 ± 16.6 and 64.2 ± 17.9, respectively (d=0.317, P<0.001). Conclusion Introduction of case-based learning within prosection-based gross anatomy sessions resulted in better levels of students’ satisfaction and improved students’ performance in the final gross anatomy examination.