Initiating Case Based Learning (CBL) for large group in Pharmacology.

ABSTRACT

Objectives: Undergraduate medical education (MBBS) still involves large classes and most of the curriculum is delivered through traditional lectures. Some students lack opportunities for active and self-directed learning. Hence, it is necessary to initiate Case-Based Learning (CBL) for large group teaching, gather perception of students and compare the effectiveness of the CBL with regular lectures. Methods: Tuberculosis and malaria were chosen for CBL. We formulated 15 case scenarios in tuberculosis and 12 in malaria. CBL was facilitated in a large group of 112 students using buzz groups of about 10 students each. Structured feedback questionnaire was prepared to assess the perception of students about these modules using a five point Likert scale. After one month a test was administered which included questions from CBL and lecture topics. Results: Most students (93% to 96%) either strongly agreed or agreed that the module improved their comprehension, stimulated interest in the subject, improved their ability to correlate pharmacology with medicine, increased understanding of bedside clinics of tuberculosis and malaria, rational drug therapy and adverse drug reactions. The marks scored in CBL topics was significantly high 4.85 ± 1.3 compared to lecture 3.98 ± 1.4 (p<0.0001). There was significant difference (p<0.001) in the marks between high and low achievers in the CBL topics, but performance of high and intermediate achievers was insignificant. Conclusions: The majority of students perceived that CBL improved their ability to integrate the knowledge gained in pharmacology to bedside clinics. CBL significantly improved the performance of students. CBL was more effective than lecture for intermediate achievers.