DOI: http://dx.doi.org/10.18203/2319-2003.ijbcp20163197

Introduction of case based scenarios (learning) in endocrine pharmacology

Anshu Gupta, Karun Bhatti, Akshay Sadhotra, Rani Walia

Abstract


Background: In conventional lectures students are passive receivers of information and therefore are not involved in process of learning. Active learning method such as case based learning is a student-centered approach with a focus on collaborative-cooperative learning and student reflection on the way they think.  It can clarify difficult concepts, motivate thinking, foster enthusiasm and motivate for learning. The objective of the study is to determine the perspective of students regarding case based scenario as a teaching method.

Methods: Fourth semester undergraduate medical students participated in a case based scenario sessions in endocrine pharmacology classes. After the completion of session, students completed questionnaire on the innovative method of teaching used. Students provided reflections and answered questions in relation to the activity as a teaching learning method and development of critical thinking. Descriptive statistics were used to analyze data.

Results: 132 (88%) students completed evaluation forms. Most students (n=112; 90.3%) supported case based scenarios to be conducted in class. Students considered it a feasible and interesting way of learning (83.3%). Hundred and fourteen (86.4%) agreed that they improved understanding of the topic. The sessions stimulated critical thinking in (75%) of students. Improvement in interaction with the teacher and the peers was identified as an advantage of the sessions by 66 of the participants. Students were of the view that the case based learning was useful and lead encouragement to discuss the topic.

Conclusions: CBL sessions were valued by students in the acquisition of detailed knowledge of treatment plan and rational therapeutic drug use during pharmacology classes which will be of help in real settings.


Keywords


Case based scenarios, Problem based learning, Integration, Medical students

Full Text:

PDF

References


Jason H, Westberg J. Providing constructive Feedback. (Boulder, CO, ACIS Guidebook for Health Professionals) 1991.

Gulpinar MA, Yegen BC. Interactive lecturing for meaningful learning in large groups. Med Teacher. 2005;27:590-4.

Kaur D, Singh J, Mahajan A, Kaur G. Role of interactive teaching in medical education. Inter J Basic Appl Med Sci. 2011;1:54-60.

Garvey T, O’Sullivan M, Blake M. Multidisciplinary case-based learning for undergraduate students. Eur J Dent Educ. 2000;4(4):165-8.

Hansen W, Ferguson K, Sipe C. Attitudes of faculty and students toward case-based learning in the third-year obstetrics and gynecology clerkship. Am J Obstet Gynecol. 2005;192(2):644-7.

Gupta K, Arora S, Kaushal S. Modified case based learning: our experience with the new module for pharmacology undergraduate teaching. Int J Appl Basic Med Res. 2014;4(2):90-4.

Rimal J, Paudel BH, Shrestha A. Introduction of problem-based learning in undergraduate dentistry program in Nepal. 2015;5(1):S45-9.

Pettit RK, McCoy L, Kinney M, Schwartz FN. Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology. BMC Med Edu. 2015;15:92.

Kassebaum D, Averbach R, Fryer G. Student preference for a case-based vs. lecture instructional format. J Dent Educ. 1991;55(12):781-4.