A Comparative Study on Traditional and Case Based Teaching Learning Methods and Its Impact on Academic Performance Among First Year Medical Students

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dc.contributor.authorC, Shivaleelaen_US
dc.contributor.authorBorle, Anjalien_US
dc.contributor.authorAnjankar, Vaibhaven_US
dc.contributor.authorKumar, G Ven_US
dc.contributor.authorAhmed, Riyazen_US
dc.date.accessioned2025-05-09T07:25:07Z
dc.date.available2025-05-09T07:25:07Z
dc.date.issued2024-12
dc.description.abstractBackground: The goal of medical education is to develop skilled practitioners who are attuned to the health issues faced by the community. Although lectures are commonly employed to impart new information, a drawback is that the audience tends to be passive and may thus become disengaged. Learning is made up of various interconnected components and involves complex mental processes like problem-solving and analytical thinking. The goal of using structured methods and organized resources is to equip students with effective learning tools. This enables them to gain a deep understanding of cognitive processes and develop the relevant skills needed for their careers. Case-Based Learning (CBL) involves examining a health issue presented by a patient, analysing and understanding pertinent details from past cases, systematically exploring and evaluating the situation, and planning the appropriate management for the patient. Materials and methods: The present study was cross sectional case control study conducted in the department of anatomy, Sri Siddhartha Medical College, Tumkur, Karnataka, India. Results: A total of 192 first year MBBS students participated in the first session of the study and 172 first year MBBS students participated in the second session of the study. The pre-test and post-test total scores of first and second session shows that students have performed better in CBL group when compared to the traditional lecture method of teaching. In the Critical Thinking Exercise scores of session -1 and 2, CBL group was found to be higher when compared to the traditional lecture group which was statistically significant. Comparison of means of internal assessments scores of CBL and Traditional lecture groups showed that the mean internal assessments score of CBL group was higher compared to Traditional lecture group which was statistically significant. Conclusion: Incorporating case-based learning (CBL) into our medical curriculum as a regular teaching method for large group settings should be considered. The integration of didactic lectures with CBL proves to be an effective educational approach. Positive feedback from both students and faculty suggests that CBL has been successfully introduced in departments like anatomy. However, further research is needed to evaluate how well students learn, understand, and retain the course content to fully support the implementation of this method in large undergraduate classes.en_US
dc.identifier.affiliationsProfessor & HOD of Anatomy, Shridevi Institute of Medical Sciences and Research Hospital, Tumkur, Karnataka, Indiaen_US
dc.identifier.affiliationsProfessor of Prosthodontics, Sharad Pawar Dental College, DMIHER (DU) Sawangi (Meghe), Wardha, Maharashtra, Indiaen_US
dc.identifier.affiliationsProfessor of Anatomy and Director School of Higher Education and Research (SHER), DMIHER, Wardha, Maharashtra, Indiaen_US
dc.identifier.affiliationsProfessor & HOD of Pediatrics, Sri Siddhartha Medical College, Tumkur, Karnataka, Indiaen_US
dc.identifier.affiliationsAssistant Professor of Community Medicine, Sri Siddhartha Medical College, Tumkur, Karnataka, Indiaen_US
dc.identifier.citationC Shivaleela, Borle Anjali, Anjankar Vaibhav, Kumar G V, Ahmed Riyaz . A Comparative Study on Traditional and Case Based Teaching Learning Methods and Its Impact on Academic Performance Among First Year Medical Students . International Journal of Anatomy and Research. 2024 Dec; 12(4): 9065-9071en_US
dc.identifier.issn2321-4287
dc.identifier.issn2321-8967
dc.identifier.placeIndiaen_US
dc.identifier.urihttps://imsear.searo.who.int/handle/123456789/243195
dc.languageenen_US
dc.publisherIMED Research Publicationsen_US
dc.relation.issuenumber4en_US
dc.relation.volume12en_US
dc.source.urihttps://dx.doi.org/10.16965/ijar.2024.214en_US
dc.subjectCase-based learningen_US
dc.subjectTraditional teaching learning methodsen_US
dc.subjectCritical thinkingen_US
dc.titleA Comparative Study on Traditional and Case Based Teaching Learning Methods and Its Impact on Academic Performance Among First Year Medical Studentsen_US
dc.typeJournal Articleen_US
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