Premium
Effectiveness of the Hybrid Model of Case Based Teaching in a Medical Pharmacology Class
Author(s) -
Rajasekaran Senthil Kumar,
Vaithilingam Andy,
Armstrong Elizabeth
Publication year - 2008
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.22.1_supplement.766.1
Subject(s) - class (philosophy) , subject matter , mathematics education , multiple choice , teaching method , test (biology) , computer science , table (database) , psychology , medical education , significant difference , medicine , pedagogy , artificial intelligence , curriculum , paleontology , biology , data mining
An alternative pedagogical strategy to the routine didactic format of lectures has long been sought after by instructors in medical schools. We designed this study to investigate the effectiveness of our hybrid model of case based teaching by comparing it with the traditional didactic form of delivery of lecture material. Students were divided into two groups and the study was conducted for two weeks. On week‐I group A students were taught a topic using the case based teaching methodology while group B students were taught the same topic using the didactic lecture format. On week‐II, the groups were crossed over in terms of teaching strategies. The learning outcome was measured by a MCQ test. As indicated in table‐1, the use of a hybrid model of case based teaching methodology showed a significantly enhanced student academic performance compared to the traditional didactic lecture format. As evidenced in table‐2 this performance appeared to be independent of subject matter, student group composition, order and type of topics presented. Students appreciated the significance of clinical application of basic science concepts in accordance with the Kolb's theory of experimental learning. We conclude that such a hybrid format of delivering pharmacology content has greatly improved the learning outcome.