Comparison of case-based learning with didactic lectures in undergraduate physiology curriculum

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dc.contributor.authorDave, USen_US
dc.contributor.authorKumar, Aen_US
dc.contributor.authorSadariya, BR.en_US
dc.date.accessioned2023-06-27T06:39:19Z
dc.date.available2023-06-27T06:39:19Z
dc.date.issued2022-11
dc.description.abstractBackground: Conventionally, teaching in the subject of physiology is undertaken with the help of didactic lectures, practical demonstrations, and tutorials. Case-based learning (CBL) is known to impart analytical and problem-solving skills in the students. CBL motivates students to apply clinical knowledge from real-life scenarios to solve problems. Aims and Objectives: The aim of the study was to compare the effectiveness of didactic lectures and CBL in physiology among 1st-year BDS students and to gauge their perception. Materials and Methods: After ethical approval, this study was conducted at physiology department PIMS Udaipur. After taking informed consent, two groups of 40 students were taught two different topics using CBL and didactic lectures with cross-over study design. Students’ learning was assessed by 20 pre-validated MCQs. Mean ± SD of the pre- and the post-test scores of the students was taken. The post-test scores of the students in both the groups were compared using Student’s t test. P < 0.05 was considered as significant. Students’ perception was analyzed on Likert scale. Results: CBL was found to be statistically significant (P < 0.01) in both the topics. MCQ scores of didactic lectures was 7.972 ± 1.765 and 7.667 ± 1.971 while that of CBL was 9.111 ± 2.081 and 9.222 ± 2.257 in anemia and jaundice, respectively. Students gave favorable and encouraging perception on CBL method. Conclusion: CBL was more effective than didactic lectures in teaching physiology to undergraduates. First-year BDS students found interactive case discussions more enjoyable and educationally stimulating than lectures. Students’ feedback indicated that CBL could be incorporated more in undergraduate physiology Curriculum.en_US
dc.identifier.affiliationsDepartment of Physiology, Shantabaa Medical College, Amreli, Guajrat, Indiaen_US
dc.identifier.affiliationsDepartment of Biochemistry, Pacific Medical College and Hospital, Udaipur, Rajasthan, Indiaen_US
dc.identifier.affiliationsDepartment of Biochemistry, Shantabaa Medical College, Amreli, Gujarat, Indiaen_US
dc.identifier.citationDave US, Kumar A, Sadariya BR.. Comparison of case-based learning with didactic lectures in undergraduate physiology curriculum. National Journal of Physiology, Pharmacy and Pharmacology. 2022 Nov; 12(11): 1821-1824en_US
dc.identifier.issn2231-3206
dc.identifier.issn2320-4672
dc.identifier.placeIndiaen_US
dc.identifier.urihttps://imsear.searo.who.int/handle/123456789/217779
dc.languageenen_US
dc.publisherMrs Dipika Charan of MedScience (India) Publicationsen_US
dc.relation.issuenumber11en_US
dc.relation.volume12en_US
dc.source.urihttps://dx.doi.org/10.5455/njppp.2022.12.09439202215092022en_US
dc.subjectDidactic Lecturesen_US
dc.subjectCase Based Learningen_US
dc.subjectTeaching-Learning Methoden_US
dc.subjectPerceptions on CBLen_US
dc.titleComparison of case-based learning with didactic lectures in undergraduate physiology curriculumen_US
dc.typeJournal Articleen_US
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