Open AccessCASE BASED LEARNING: AN ESSENTIAL TOOL IN MEDICAL CURRICULUM FOR TEACHING BIOCHEMISTRY
Author(s) -
Karanpreet Bhutani,
Suvarna Prasad,
Kirti Sharma,
Upinder Singh
Publication year - 2021
Publication title -
global journal for research analysis
Language(s) - English
DOI - 10.36106/gjra/6404490
Subject(s) - facilitator , likert scale , test (biology) , teaching method , curriculum , perception , subject (documents) , problem based learning , psychology , mathematics education , medical education , medicine , computer science , pedagogy , social psychology , developmental psychology , paleontology , neuroscience , library science , biology
Active learning model using cooperative techniques such as Case Based Learning (CBL)has increased. In CBL, the instructor acts as a facilitator in the construction of knowledge. ClinicalBiochemistry is concerned with methodology and interpretation of biochemical tests performed on the body uids and tissues,1to support diagnosis, treatment and monitoring of disease. Some change in the teaching learning method can enhance theinterest of the students in the subject and they can apply the knowledge of the subject in diagnosis, treatment and follow up of adisease in their professional career.Aims and Objectives:To introduce CBL as teaching learning method and then:-1. Compare score of students by two methods ofteaching- Traditional didactic lectures and case based approach.2. Evaluate student's and Faculty's feedback regarding theirperception of case based learning.Method: The study was conducted in the Department of Biochemistry, MMIMSR, Mullana (Ambala) during six months period.150 First professional MBBS students (Batch 2018-19) of MMIMSR, Mullana were included in the study.Pre and Post Test andprevalidated questionnaire (Based on Likert's scale) were used as tools for data collection. The students were divided into twogroups: - Group A (n=75) (Study group): case based learning (CBL) was used as teaching learning method. Group B (n=75)(Control group): Traditional didactic lecture method was used as teaching learning method.Result: The Post- test scores of both the learning methods were statistically signicantly higher when compared to theirrespective Pre- test scores. (p<0.05). The Post- test score of CBL group was higher than that of Didactic lecture group (p <0.05).Conclusion: Both faculty and students wanted CBL sessions to be held in future as this makes Biochemistry a very interestingsubject .So CBL should be incorporated along with Didactic lectures in the curriculum for MBBS students.