CASE BASE LEARNING

Abstract

Introduction: Medical teaching in Pakistan is following the same traditional way as set by Flexner a century ago, i.e. basic subjects has been distinguished from clinical subjects, majority of the basic subjects are taught until 3rd year of MBBS whereas clinical subjects are taught from 4th year onward. This system strengthens basic knowledge but lacks clinical skills which later are going to go a long way during the life of the doctor. 
Objective: To encourage students to opt for problem-based learning approach relevant to the basic science subject and integrate it with clinical scenario, thus motivating them to become self-learners.
To polish their communication skills and understand the dynamics of group discussion.
To adopt peer assisted learning as a learning methodology.
Material and Method: A case of multinodular goiter should be designed. Initially, facilitators from department of physiology, medicine and surgery were trained. At the next step 75 students were engaged in the study. A lecture covering the physiology of thyroid gland was delivered to these 75 students. Later on, these students were divided into small groups of 15 students each headed by a facilitator. Clinical investigations were also provided to students so that they could relate them with the basic knowledge.
Study design: Cross sectional study.
Setting: The study is conducted in collaboration with medical education, physiology, medicine and surgery department of Central Park Medical College Lahore.
Duration: 1st February 2022 to 30th September 2022.
Data Collection: Data was collected through a questionnaire after pilot study.
Results: CBL was acknowledged by majority of the students (87.1%). Self-learning and effective solving of problems also showed improvement in about (82%) of the students. 72.9% of the students were satisfied with the integration between basic and clinical subjects through CBL. Improvement in communication skills was observed by 78.9% of the students, 70% of the students were helped to understand the concept of group dynamics through this program. Better relationships with teacher were appreciated by 81% of the students.
Appreciation of CBL was also acknowledged by facilitators. CBL is supported by more than 86% of the teachers as a very effective method of teaching and learning, as it facilitates self-learning and problem-solving abilities of the students, is a good platform for teacher-student communication, grooming students to follow group dynamic ethics.
Conclusion: Students as well as teachers appreciated case-based learning as a good means of imparting knowledge and encouraged to incorporate it in future educational programs.