impact of small group case-based learning on traditional pharmacology teaching

ABSTRACT

This study aimed to measure medical students' perceptions of incorporating small group case-based learning [CBL] in traditional pharmacology lectures. Data were collected from third-year students [N = 68; 57% males, 43% females] at Al Quds University Medical School, Palestine. The students were offered a CBL-incorporated Pharmacology-2 course after they had been taught Pharmacology-1 in the traditional format during the preceding semester. Student attitudes towards the restructured course were examined by a self-administered structured questionnaire. The majority of students thought that CBL was an effective learning tool for them [82%] and that it improved their learning skills [83%], independent learning skills [74%], analytical skills [70%], and their level of preparation for exams [75%]. Most students reported that team discussions addressed lecture objectives [84%]. Regarding cases discussed, most responders said that the cases were appropriate to the lecture topics [96%] and that the time allocated for case discussion was sufficient [86%]. A large proportion of students thought that CBL improved their communication and collaborative skills [68% and 80%, respectively] and ability to work within a team [79%]. Pharmacology-2 course restructuring led to a significant improvement of self-reported student satisfaction, motivation, and engagement