ABSTRACT
Objective: To innovate a classroom strategy which involves students actively and at the same time not resource intensive
Study design: A Prospective observational single cohort study
Methodology: We designed "CREATING A CASE" activity for our third year students during their respiratory module. Two sessions were arranged for this activity comprising of 42 students each. Students were divided into three groups of 14 and were asked to write a fictitious case detailing the history, physical examination and epidemiology of a patient with community acquired pneumonia using their basic science knowledge from previous years and present their cases to whole class. The facilitator noted salient features from each presentation and subsequently summed up the cases. At the end students completed a survey with 12 statements rated on a Likert scale and answered two open ended questions addressing their perceptions about CACA when compared with other learning strategies
Results: Majority of the students found this activity to be less stressful and helpful in integrating the basic and clinical science knowledge with clarification of concepts
Conclusion: "Creating a Case" activity [CACA] was well received by students. It can be employed successfully for integrating knowledge and promoting small group learning without major logistic requirements