Comparing Case-Based and Lecture-Based Learning Methods in Pharmacology Teaching: Assessing Learning Outcomes, Memory Retention, and Student Satisfaction at the College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
Background Teaching pharmacology is challenging due to its complex content and extensive terminology. Traditional lecture-based learning (LBL) limits engagement and retention, while case-based learning (CBL) uses real-world scenarios to improve critical thinking. Although prior research has explored...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2025-05-01
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| Series: | Journal of Medical Education and Curricular Development |
| Online Access: | https://doi.org/10.1177/23821205251332814 |
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| Summary: | Background Teaching pharmacology is challenging due to its complex content and extensive terminology. Traditional lecture-based learning (LBL) limits engagement and retention, while case-based learning (CBL) uses real-world scenarios to improve critical thinking. Although prior research has explored CBL's impact in pharmacology education, few studies directly compare CBL and LBL in terms of memory retention and student satisfaction over a prolonged period. This study addresses this gap by comparing both methods over 4 weeks. Methods Two educational sessions, unrelated to the curriculum or block assessments, were conducted with third- and fourth-year preclinical medical students, where basic pharmacology is delivered. Students were randomly assigned to either LBL or CBL for each session. Short-term retention was assessed immediately after the sessions, while long-term retention was evaluated 4 weeks later using multiple-choice questions designed to measure recall and cognitive understanding. Additionally, a general electronic survey was conducted to evaluate student satisfaction. Results Comparative analysis revealed notable patterns in retention and knowledge acquisition. Short-term retention was slightly higher in the LBL group (mean 7.94, SD 1.51) than in the CBL group (mean 7.30, SD 1.60), though the difference was not statistically significant ( P = .076). Conversely, long-term retention was slightly higher in the CBL group (mean 6.95, SD 1.87) than in the LBL group (mean 6.22, SD 1.88), but this difference was also not significant ( P = .095). Within-group analysis, the results showed a significant decline in long-term retention for knowledge-based questions in LBL, while CBL maintained retention over time ( P < .001). No significant differences in cognition or satisfaction were observed. Conclusions CBL enhances long-term retention and knowledge acquisition, supporting its integration into pharmacology education. Further research should explore its broader application in medical curricula. |
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| ISSN: | 2382-1205 |