Case-based learning in pharmacology: Moving from teaching to learning (original) (raw)
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Southern Clinics of Istanbul Eurasia, 2020
The problem of the connection between theoretical knowledge and practical knowledge leads to the inadequate training of physicians that results in inaccurate prescriptions. Case-based learning (CBL) is a universal paradigm often used within the medical curriculum, and it encourages self-assessment while enabling the learner to generate analytical and diagnostic solutions to a real scenario. However, its applications are limited and more research is needed to test its compatibility with students with different learning styles. Methods: CBL-based pharmacology courses have been integrated into the 3rd year curriculum of Bahcesehir University Faculty of Medicine. A 15-question questionnaire was filled out by 67 students who were informed in advance to evaluate the CBL-based lessons. In addition, 37 of the participants were asked to complete an approved VARK questionnaire. In this way, traditional education systems were evaluated in terms of learning styles with CBL. Results: According to the majority of the students participating in the study, CBL is a very useful learning method compared to traditional learning methods by making it easier to direct real life cases. In addition, no significant difference was found between the answers of students with various preferences, such as multi-modal or single-modal learning styles, in terms of the evaluation of CBL. Conclusion: The students' survey results showed that the CBL-based curriculum was a useful motivating method. This study shows that CBL is a teaching system that can be adapted to each type of student regardless of the learning style and it is a learning method that can be applied in other fields besides Clinical Pharmacology.
Journal of Medical Education and Curricular Development, 2020
Background: The need for case-based learning in basic subjects is being recognized world over. Early clinical illustrations and actual clinical exposure enable students to associate basic science and real patient situations, probably increasing their retention of knowledge. The study was conducted to introduce an alternate method of teaching-learning in pharmacology in a large classroom setting to integrate pharmacology into clinical setting for better learning and understanding of the subject. Methods: Ninety-four students of second professional MBBS of a medical college in Punjab were divided into 2 groups and were taught a 2-hour topic in pharmacology using case-based learning (CBL) method and didactic lecture (DL) method using a crossover design. Their attendance and written test score at the end of teaching session were compared. Feedback from students and faculty was taken by prestructured questionnaires. Results : There was an increase in students’ attendance (P = .008) in CBL sessions but insignificant difference in their performance (P = .98) in the tests. Most (84%) of the students felt that CBL is a better method of teaching-learning than traditional DL. The teaching faculty felt that the students looked more interested and were themselves more motivated for the newer method of teaching. Conclusions: Case-based learning led to improvement in student motivation, satisfaction, and engagement. Most students and faculty accepted that CBL was an effective learning tool for pharmacology teaching in a large group setting and supported the incorporation of CBL into traditional DL teaching.
Introduction of case-based learning to teach Pharmacology to second year MBBS students
International Journal of Basic & Clinical Pharmacology
Background: Our medical education system has various limitations. In the initial few years of medical education, the focus is more on teaching the theoretical aspect of various subjects and not to apply the knowledge gained to practice. It is important to stimulate a student’s analytic thinking and provide them with an opportunity to see theory in practice. In case-based learning (CBL) a case acts as a stimulant of learning. The aim of the study was to introduce CBL in Pharmacology to teach second year MBBS students and see its effect on their performance. The study also aimed to get student and faculty (Department of Pharmacology) feedback on this teaching model.Methods: A total 180 students of second prof. MBBS and faculty of Department of Pharmacology were included in the study. A total of two topics were taken for CBL sessions. The theory lecture of the first topic was conducted. The students were divided into smaller groups of 15 each and a pretest was taken. This was followed ...
International Journal of Applied and Basic Medical Research, 2014
Objective: The undergraduate teaching in pharmacology has always been a challenging task for medical teachers. Traditional lecture format is monotonous and a passive way of learning. There is a need to shift the educational focus from content centered to case based. In an effort to create interest and further improve the student learning, we have introduced simulated bedside teaching sessions as case based learning (CBL) module (modified CBL-[mCBL]) for 2 nd professional MBBS students. Materials and Methods: A case scenario of a clinical disease condition was prepared in consultation with a clinician. During the session, the case was presented along with discussion on the disease process, its management and rational drug use. Students were encouraged to participate actively. After the session, students were requested to fill the feedback questionnaire anonymously (both open-ended questions and responses on Likert scale). Results: According to the students, factors such as clinical orientation, interactivity and re-enforcement of important points helped them to learn better. Majority of the students (76.09%) found the sessions to be better than theory lectures and tutorials. The fact that the interactive component of departmental feedback (taken at the institutional level) has improved during the last 2 years could be attributed to the introduction of these sessions. Conclusion: mCBL (in the presence of departmental faculty and concerned clinician) is a good method of integrating pharmacology with clinical subjects. To make such sessions more reliable, the next planned step is to assess the knowledge gained by the students during such sessions in the future.
Case-based learning for teaching pharmacology to pharmacy students
Revista Brasileira de Farmácia Hospitalar e Serviços de Saúde, 2022
Peer review: blind reviewers Objective: To evaluate the use of Case-Based Learning as a pharmacology learning method for pharmacy students at a Brazilian public university. Methods: A qualitative/quantitative study with pharmacy students enrolled in a pharmacology course using Case-Based Learning. A clinical case and a focus group were used to analyze the cognitive outcomes, as well as a questionnaire based on the Likert scale to evaluate students' perception of the methodology. Results. From the 45 pharmacy undergraduate students invited, 33 agreed to participate in the study. Most of participants presented good academic performance related to knowledge acquisition, application and conviction during the application of a clinical case, with or without the bibliography support. They also reported a positive overall impression of Case-Based Learning and reported that this learning method should be applied as a teaching methodology in other subjects. Conclusion: Case-based Learning showed a positive effect on the cognitive level and students' acceptability evaluated.
International Journal of Basic & Clinical Pharmacology, 2019
Background: Active student centred learning is the need of the hour. Objectives being to compare the difference in the post test scores between students exposed to Case based learning (CBL) and Multiple choice questions (MCQ) (learning tool) during tutorials in Pharmacology for 2nd MBBS students. To understand the perception of students regarding teaching learning tools used in the study.Methods: This was a mixed methods study. Sixty eight students were divided into 2 groups. Hypertension and angina was discussed as CBL for Group 1 and as MCQ (Learning tool) for Group 2. One week later, cross over was done, Thyroid and Diabetes was discussed as MCQ for Group 1 and as CBL for Group 2. Post-test MCQ, pre validated questions (Likert scale) and open ended questions (qualitative) were distributed. Statistical Analysis: Difference in the post test scores in both the groups was analyzed using independent sample t test.Results: There was no significant difference in post test scores between...
Initiating case based learning (CBL) for large group in Pharmacology
South-East Asian Journal of Medical Education
Objectives: Undergraduate medical education (MBBS) still involves large classes and most of the curriculum is delivered through traditional lectures. Some students lack opportunities for active and self-directed learning. Hence, it is necessary to initiate Case-Based Learning (CBL) for large group teaching, gather perception of students and compare the effectiveness of the CBL with regular lectures. Methods: Tuberculosis and malaria were chosen for CBL. We formulated 15 case scenarios in tuberculosis and 12 in malaria. CBL was facilitated in a large group of 112 students using buzz groups of about 10 students each. Structured feedback questionnaire was prepared to assess the perception of students about these modules using a five point Likert scale. After one month a test was administered which included questions from CBL and lecture topics. Results: Most students (93% to 96%) either strongly agreed or agreed that the module improved their comprehension, stimulated interest in the subject, improved their ability to correlate pharmacology with medicine, increased understanding of bedside clinics of tuberculosis and malaria, rational drug therapy and adverse drug reactions. The marks scored in CBL topics was significantly high 4.85 ± 1.3 compared to lecture 3.98 ± 1.4 (p<0.0001). There was significant difference (p<0.001) in the marks between high and low achievers in the CBL topics, but performance of high and intermediate achievers was insignificant. Conclusions: The majority of students perceived that CBL improved their ability to integrate the knowledge gained in pharmacology to bedside clinics. CBL significantly improved the performance of students. CBL was more effective than lecture for intermediate achievers.
International Journal of Basic & Clinical Pharmacology, 2017
Background: Pharmacology teaching by conventional method is by didactic lectures and practical sessions. To cultivate interest and motivate students towards self directed learning, the best tool in teaching learning methodology available is case based learning. Aims and objective of the study was to analyze the effectiveness and acceptance of case based learning (CBL) of pharmacology among M.B.B.S Students.Methods: The second year M.B.B.S Students of the academic year 2014 and 2015 were enrolled in the study. Clinical case scenario was formulated as modules based on the common clinical cases which the student observe and encounter in clinical postings in wards. The students were divided in to four groups, 30 in each group with one facilitator. Each module of case based learning was evaluated with pre test and post test. The student perception was recorded by a five point likert scale feedback questionnaire at the end of the study.Results: The post test scores in all modules revealed...
Use of Case-Based Learning in a Clinical Pharmacokinetics Course
American Journal of Pharmaceutical Education, 2008
Objective. To assess the redesign of a clinical pharmacokinetics course that incorporated case-based learning to enhance group interaction and individual participation. Design. The clinical pharmacokinetics course was divided into 3 sections based on content. Section 1 utilized case-based learning with small in-class groups; section 2 used a more traditional style of teaching, and section 3 was taught with case-based learning but using large in-class groups. The casebased learning approach was assessed using examination scores and attitudinal surveys. Assessment. Students enjoyed the applied format of case-based learning. Examination scores were higher when case-based learning was used than in historical controls. Conclusions. Case-based learning allowed class-time to be used for higher levels of learning and assessment instead of the more typical content delivery.
Current Trends in diagnosis & Treatment
Introduction: Case-based learning (CBL) promotes integration of knowledge and practice. During CBL, students are exposed to the real medical problems. The present study was conducted to introduce CBL as a teaching/learning (T/L) tool in the Department of Biochemistry and to determine its effectiveness in enhancing students' knowledge and also to make the students aware of relevance of biochemistry in clinical settings. Materials and methods: After permission from Ethical Committee, both faculty and students were sensitized to CBL; questionnaires and feedback pro forma for students and faculty were finalized. Total of 126 students of first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) were included in the study, and they were divided into two groups. Both groups I and II comprised 63 students each. The study group I (n = 63) was given a clinical problem with specific learning objectives 2 days before CBL session. Pretest questionnaire was administered to both the groups. Group I underwent a CBL session and group II had the same teacher teaching the topic in a didactic lecture form. Both the groups were given a posttest. Crossover of groups was done for the second clinical case. Structured feedback questionnaire on acceptability and usefulness of this method was taken from both the students and the faculty. Using Student's paired and unpaired t-test, the results of pretest and posttest were analyzed. Results: The majority of students (89%) agreed that CBL form of teaching was better than didactic lectures in understanding the topic. For clinical application of knowledge of biochemistry, 85% of the faculty agreed that CBL was a better T/L tool. Conclusion: Among medical students, CBL is effective for better understanding of biochemistry. It motivates students to become self-directed learners. Along with didactic lectures it should be a part of teaching curriculum.