Perceptions of students and faculty on the use of case-based learning
Introduction: Case-Based Learning (CBL) is increasingly used in modern medical schools to improve students' critical thinking and problem-solving skills. While CBL is established in Western Resource-Structured (WRS) educational settings, its use in Asian-Pacific regions like Myanmar is under ex...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
National University of Singapore
2025-07-01
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| Series: | The Asia Pacific Scholar |
| Subjects: | |
| Online Access: | https://medicine.nus.edu.sg/taps/perceptions-of-students-and-faculty-on-the-use-of-case-based-learning/ |
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| Summary: | Introduction: Case-Based Learning (CBL) is increasingly used in modern medical schools to improve students' critical thinking and problem-solving skills. While CBL is established in Western Resource-Structured (WRS) educational settings, its use in Asian-Pacific regions like Myanmar is under explored. This research studied the integration of CBL at the Defence Services Medical Academy (DSMA) in Myanmar, focusing on the perspectives of both students and faculty involved in curriculum reforms.
Methods: This study used constructivist grounded theory to gather data from 24 DSMA participants through four focus group discussions. Twelve students and twelve faculty members, were invited a subgroup of six, and after providing informed consent discussed their experiences of CBL, aiming to assess its effectiveness and relevance in their specific educational and cultural context.
Result: Analysis shows that students valued CBL for enhancing group discussions, reflecting upon real-world situations, and building critical thinking abilities. Faculty members also appreciated CBL for its capacity to create realistic applications and its support for student-centered learning and interpersonal skills development. Both groups acknowledged CBL as an effective method for simulating the complexities of medical practice.
Conclusion: This study found that CBL is well-regarded at DSMA for preparing students competence and confidence for clinical encounters. However, faculty indicated that the extensive time required in preparation of this teaching modality was a significant challenge for the wider adoption of CBL. These insights highlight the adaptability and potential challenges of implementing CBL in non-Western educational settings and suggest possible areas for development for its broader application in the Asia-Pacific region. |
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| ISSN: | 2424-9335 2424-9270 |