Impact of integration of traditional-didactic teaching with case-based teaching on phase I medical students' performance in physiology
Background: Our teaching schedules included only didactic lectures and practical till now. A new Competency Based Medical Education (CBME) curriculum demands developing critical thinking, problem solving, and analytical skills in medical students. These skills cannot be taught through lectures and p...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Krishna Vishwa Vidyapeeth (Deemed to be University), Karad
2025-01-01
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| Series: | Journal of Krishna Institute of Medical Sciences University |
| Subjects: | |
| Online Access: | https://www.jkimsu.com/jkimsu-vol14no1/JKIMSU,%20Vol.%2014,%20No.%201,%20January-March%202025%20Page%2013-19.pdf |
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| Summary: | Background: Our teaching schedules included only didactic lectures and practical till now. A new Competency Based Medical Education (CBME) curriculum demands developing critical thinking, problem solving, and analytical skills in medical students. These skills cannot be taught through lectures and practical. So, we decided to include case-based discussion classes in the regular teaching schedule and to record its impact on the earlier-mentioned skills through a test. Aim and Objectives: To evaluate the effect of integrating case-based discussion class with traditional teaching on students' performance in particular topics by a test and to obtain perceptions of students as well teachers about the case-based teaching-learning method in physiology. Material and Methods: This educational interventional study was conducted in a group of 127 phase-I M.B.B.S. students. A case-based discussion class was conducted after didactic teaching of the same topics in physiology. Before the discussion class, a pre-test on scenarios and cases which tested knowledge, critical thinking, problem-solving, and analytical skills was administered to analyse their performance after didactic teaching. A post-test was conducted on the same questions as the pre-test after the case-based discussion class. Paired t-test was performed to compare pre-test and post-test scores. The feedback from students and teachers was obtained and analysed. Results: Students' performance after case-based teaching improved significantly. Positive feedback was received from students and teachers about this teaching method. Conclusion: Case-based teaching should be integrated into the regular teaching schedule of Phase-I M.B.B.S. Physiology classes because it improves
students' performance in solving case-based, scenario-based, and application-based questions. It also creates interest in learning and improves teachers' satisfaction. |
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| ISSN: | 2231-4261 |