Main Article Content

Prof. Mudassar Ali Khan
Dr Murtaza Maqbool Khanbhati
Dr Pervaiz Zarif
Dr Saba Abrar
Dr Shoaib Ahmed
Rao Salman Aziz
Dr Sobia Zahur Malik


Modular system, Clinical Case learning, Medical Education, Under Graduate, UHS



This study aimed to compare Modular with traditional method and gain students’ and teachers’ feedback

Study Type:  Comparative Study

Study Duration March 2023 to July 2023

Place of Study: Rashid Latif Medical and Dental College Lahore


Medical education is focusing on active learning methodologies to improve critical thinking and comprehension of subjects like anatomy, physiology, and biochemistry. Effective strategies include problem-based learning, case-based learning, small group discussions, and technology use. The Modular approach, developed in Punjab, integrates various medical disciplines and bridges the gap between fundamental sciences and clinical practice.


This study was conducted in the Anatomy, Physiology & Biochemistry Department and involved first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students. It was a Comparative Study. The participants were allocated into two cohorts, each consisting of 50 students: group A was assigned cases of Diarrhoea, whereas group B was assigned cases of Malaria. Following the completion of theoretical lectures on the aforementioned subjects, the students were administered a pre-test consisting of multiple-choice questions (MCQs). The paired t -test was employed to compare the data, and the analysis was conducted using SPSS software version 23


100 of 170 students took the pre- and post-Modular test and completed the evaluation form. Students in groups Ashowed considerable improvement (P < 0.001) in mean scores, rising from 9.24 to 14.03 as compared to group B students who approaches traditional method. In terms of student evaluation, 87% said Modular helped them grasp and remember the content. They said it improved their critical thinking and decision-making. All faculties supported Modular in the usual curriculum


Modular learning encourages student-centered discovery and improves logic, analysis, clinical, and collaboration. Strategically combining preclinical and clinical subjects helps bridge theory and practice. Modular research with big student groups can make medical education more student-centered. To evaluate MODULAR's success, compare it to didactic and conventional lectures.

Abstract 70 | Pdf Downloads 18


1. Active Learning. (2023, January 12). https://www.bu.edu/ctl/guides/active-learning/
2. Akram, A., Rizwan, F., Sattar, K., Hadi, J I S., & Meo, S A. (2018, July 13). An approach for developing integrated undergraduate medical curriculum. https://doi.org/10.12669/pjms.344.14565
3. Atta, I S., El-Hag, M A., Shafek, S I., Al-Ghamdi, H S., & Alghamdi, T H. (2020, April 10). Drawbacks in the Implementation of an Integrated Medical Curriculum at Medical Schools and Their Potential Solutions. Education in Medicine Journal, 12(1), 29-42.
4. Kryzhanovsky, G N. (2001, December 1). Pathophysiology on the threshold of a new century. https://doi.org/10.1016/s0928-4680(00)00066-3
5. Singh, K., Bharatha, A., Sa, B., Adams, O P., & Majumder, A A. (2019, May 16). Teaching anatomy using an active and engaging learning strategy. BMC Medical Education, 19(1). https://doi.org/10.1186/s12909-019-1590-2
6. Vedi, N., & Dulloo, P. (2021, January 1). Students’ perception and learning on case based teaching in anatomy and physiology: An e-learning approach. https://pubmed.ncbi.nlm.nih.gov/33521136
7. Yousaf, A., Moin, H., Majeed, S., Shafi, R., & Mansoor, S. (2023, April 26). The positive impact of introducing modified directed self-learning using pre–small group discussion worksheets as an active learning strategy in undergraduate medical education. Medical Education Online, 28(1). https://doi.org/10.1080/10872981.2023.2204547
8. Bhardwaj, P., Bhardwaj, N., Mahdi, F., Srivastava, J., & Gupta, U. (2015, January 1). Integrated teaching program using case-based learning. https://doi.org/10.4103/2229-516x.162262
9. Lehl, S S., Gupta, M., & D’Cruz, S. (2021, January 1). Enhanced learning strategies of undergraduate medical students with a structured case presentation format..
10. Resources. (2023, January 1). https://medicine.llu.edu/academics/resources
11. Sangam, M R., Praveen, K., G, V., Bokan, R R., Deka, R., & Kaur, A. (2021, December 16). Efficacy of Case-Based Learning in Anatomy. https://www.cureus.com/articles/79340-efficacy-of-case-based-learning-in-anatomy.pdf
12. Juwita, R., Marfianti, E., Fauziyati, A., & Hisyam, B. (2021, January 1). The Effect of Blended Learning in Covid-19 Pandemic with the Achievement of Internal Medicine Stage Competencies at the Clerkship Program of the Faculty of Medicine UII.
13. Muraleedharan, A., Ragavan, S., Bage, N N., & Devi, R. (2022, January 1). Perceptions of Medical Undergraduate Students on Curricular Changes in Anatomy: An Embedded Design Mixed Method Study.. DOAJ (DOAJ: Directory of Open Access Journals), 10(1), 22-29.
14. Rahman, S. (2022, July 1). Transition from Traditional Curriculum to Modular Curriculum Possible Challenges. Journal of Gandhara medical and dental sciences, 9(3), 1-2.
15. Garvey MT, O'Sullivan M, Blake M. Multidisciplinary case-based learning for undergraduate students. Eur J Dent Educ. 2000;4(4):165-8. [PubMed ID: 11168482].
16. Engel FE, Hendricson WD. A case-based learning model in orthodontics. J Dent Educ. 1994;58(10):762-7. [PubMed ID: 7962913].

Most read articles by the same author(s)