Comparison of Didactic Lectures and Case-Based Learning in an Undergraduate Biochemistry Course at Rak Medical and Health Sciences University, Uae (original) (raw)
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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.
Background: There are no effective Teaching-Learning methods for Biochemical basis of disease and Metabolic pathways in first MBBS. Objectives: To compare case method with didactic lecture. To evaluate students performance and satisfaction by case based method. Methods: Departmental meeting was conducted to select 3 topics and plan the session. IEC approval was obtained. I MBBS students (117) were first taught on one topic (lipid metabolism) by didactic method and then 2 topics by case based method (CBM). CBM-1 (protein metabolism) was attended by 113 and CBM-2 (Carbohydrate Metabolism) by 126 students. Pre and post test conducted at the end of each session with case based MCQs and short answers. Results: An imperative progress (Z>1.95, Z>2.95, p<0.001)) was observed among the students performance after the CBM sessions compared with didactic method. A 5 point summative scale questionnaire was administered to the students, to know their perception on usefulness of CBM. Near...
Early clinical exposure to enhance the learning of biochemistry in first year M.B.B.S students
International Journal of Clinical Biochemistry and Research, 2018
Introduction: Biochemistry is taught using teacher centred method i.e lectures where students are passive learners. In first year of M.B.B.S, students don't feel the importance of biochemistry in clinical practice. As a result, they are not motivated to study this subject. To overcome this, student centred strategies like early clinical exposure via case based learning (CBL) is needed to relate basic sciences subject with clinical scenario and apply concepts of theory to clinical conditions. Aim and Objectives: 1. To sensitize faculty and students about CBL; 2. To introduce CBL as teaching learning tool in department of biochemistry; 3. To assess perception of faculty and students regarding CBL; 4. To make the students aware of relevance of biochemistry in clinical settings. Materials and Methods: In this study, a new teaching learning intervention was devised in Biochemistry department of SGRDIMSAR, Amritsar which comprised of ECE program consisting of CBL. Total 133 students of first year M.B.B.S were involved in this study after their consent. All the participants (n=133) were divided into 2 groups; Group A (n= 67) and Group B (n=66). Further each group was divided into 5 sub groups i.e Group A into sub groups A1 (n=14), A2 (n=14), A3 (n=13), A4 (n=13), A5 (n=13) and Group B into B1 (n=14), B2 (n=13), B3 (n=13), B4 (n=13), B5 (n=13). There were 5 facilitators, one for each sub group. All were taught by case based learning method. The outcomes and effectiveness of this intervention was assessed by a MCQs pre-test/ post-test model of cognitive knowledge acquisition used to identify knowledge gain and effectiveness of the educational intervention. Students and faculty attitude towards early clinical exposure via CBL was assessed by 5 point Likertscale questionnaire survey. Results: After CBL method, students had improved scores in evaluation test and the difference was statistically highly significant. Majority of students and faculty opined that CBL was useful, arouse interest, helpful in better understanding of clinical biochemistry topic, and link clinical knowledge with basic biochemistry. Conclusion: ECE is a useful method for a basic science like biochemistry if it is taken up with the traditional teaching method. The present study concluded that CBL improves academic performance of students and motivates the students for self-directed learning by increasing their interest in subject and promotes meaningful learning, student reasoning and communication skills. Majority of faculty and students were satisfied with the introduction of this teaching learning tool. 100% faculty and 98% students felt that biochemistry was relevant in clinical setting. So, CBL should be used as a regular method at appropriate places in curriculum of biochemistry.
An effective approach in learning clinical biochemistry - Case Based Learning
2017
Introduction The main aim of medical education technology is to increase teaching and learning by introducing various effective teaching learning methods into the medical curriculum. Biochemistry is one of the first year subjects in the undergraduate medical syllabus. It is having a lot of importance in understanding the clinical subjects. Clinical biochemistry basically deals with the methods and interpretation of biochemical test results, performed on body fluids, which help us to support the clinical diagnosis, treatment and also in assessing the prognosis of the disease. But it is usually considered to be a subject of structures, chemical formulae, pathways and reactions which are usually taught by regular monotonous lectures and practical classes. This is considered as a teacher centered teaching when in there won’t be any participation from the students. There is a need to change this system, so as to involve the students actively in the learning process. CBL is considered as ...
IP innovative publication pvt. ltd, 2020
Introduction: Biochemistry is the key subjects for a clinical diagnosis because that’s depends on laboratory analysis of body fluids. Detailed information of clinical biochemistry is essential for proper diagnosis of clinical and its effective management . Very little is known about the students’ perceptions towards improving the teaching of biochemistry. Materials and Methods : Data was analysed from feedback forms of a questionnaire study from the first year students of a medical college in India. The self administered questionnaire which were related to liking the subject of biochemistry, rating of the different topics and the effectiveness of teaching methods. Results: Regarding coordinated approach with multiple teaching tools like Didactic lecture (DL), Group Based Learning (GBL),Video Based Learning( VBL ) ,Case Based Learning (CBL) most students felt that it was useful toward understand biochemistry better (79%),learn biochemistry better (83%),find out importance of biochemistry in future medicine (84%),prepare for university examination (81%). Practical exercises, lectures, exams, and other methods have been found by majority of the students to be the excellent or very good methods, for effectively teaching biochemistry. Conclusions: Through the study, depending on the topic to be covered the combination of the teaching methods is beneficial to improve the understanding and retaining of the subjects better as perceived by the students.
ip innovative publication pvt. ltd, 2019
Aims and Objectives: Aim of this study is to create interest in medical students towards the subject of biochemistry and making them understand the clinical topics in biochemistry better. Objective of this study is to incorporate CBL teaching in "schedule time limit" assigned to teach a topic in biochemistry and assess the perception of student and faculty after teaching them a clinical topic in CBL mode. Materials and Methods: After getting inform written consent total 64 students enrolled for the study. Total 4 days were allotted to teach "Calcium and Iron metabolism" as per curriculum plan of Biochemistry. Didactic lecture was delivered on Tues/Wed /Thu. One CBL module was given to each group students were motivated to do self-directed learning (SDL). On consecutive Monday one student from each group was randomly selected to present the CBL in 10 minutes. Faculty then asked relevant question regarding the topic of CBL and all students were encouraged to respon...
Innovation and Education, 2020
With the introduction of integrated approach in the medical curriculum, there is a need to teach basic sciences in a way relevant to real clinical scenarios. The aim of this study is to investigate the feasibility of case-based learning (CBL) for teaching of medical biochemistry to a large number of medical students. It also evaluates both the students’ and faculty members’ perception of this approach. CBL was introduced in teaching medical biochemistry in the Neuroscience block for the second-year medical students. This study’s students were from two consecutive academic years (n = 721 and 769). Four clinical cases were prepared. Students were divided into subgroups, each having one CBL session every 2 weeks. Students were encouraged to work together to understand the given clinical scenario by building on past knowledge obtained through other teaching modalities and new knowledge acquired during the session. A pretest was administered at the beginning of the session, and an identi...
2017
Background: Physiology is basic and applied medical science. The traditional system of teaching in physiology is teacher cantered with minimal participation from the students. Case-based learning (CBL) is a self-directed learning method based on instruction by the use of stories about individuals. It is a student-centered learning. It is helpful to improve the students' scores in knowledge-based and clinical application-based examination. Aims and Objectives: Objectives were to introduce CBL as an innovative teaching/learning (T/L) method in physiology and to evaluate its impact on learners and faculty. Materials and Methods: Two groups' crossover study was done in 26 first year MBBS students. Cases of hyperglycemia and hypothyroidism were identified and taught in tutorial as traditional and CBL as self-directed learning methods. Evaluation was done by pre-post multiple choice question tests. Feedback of the faculties and learners were taken. Results: Comparing pre-post difference in the marks in CBL and tutorial methods in both the groups-no significance difference observed in Group A (P = 0.170), significant difference in Group B (P = 0.003) were observed, so CBL as better T/L method only in the Group B and not in Group A. Learners agreed that CBL helps them in achievement of learning objectives, increase in the interest, integration of topic, better interaction with instructors. Conclusion: CBL can be used as an adjunct to the lectures to strengthen traditional T/L methods through active learning. It stimulates the desire to learn, develop clinical reasoning.
Indian Journal of Medical Biochemistry
Introduction: The main focus of case-based learning (CBL) is to integrate basic science material with clinical science. Case-based learning may be designed and introduced along with traditional didactic lectures in a way that it creates interest, promotes better understanding, active participation, and selfdirected learning. The student should be motivated to become a lifelong learner. Intervention: We have formulated an innovative criterion-based module for implementation and evaluation of MBBS phase 1 students. This includes framing of a time schedule for distribution of teaching hours based on multiple teaching tools and module for conducting CBL sessions. This will be assessed by evaluation of student performance using a newly developed valid assessment tool. Materials and methods: For the CBL sessions, 100 students of phase 1 MBBS course were included. They were divided into 10 groups of 10 students each. Ten clinical cases were selected for CBL sessions. Each student was given two cases for discussion. Pretest was conducted before and posttest after the CBL session. The session was conducted as planned in the module. The performance of the students was analyzed. Feedback from the students and teachers were taken and analyzed for its utility and effectiveness. Results: The performance of the students showed drastic improvement after the CBL sessions (p < 0.0001); 85% of the students and 80% of the teachers agreed that CBL helps in deep learning and critical thinking; 84% of students and 73% teachers felt that CBL makes subject interesting with good retention of contents and reasoning ability for their future medical practice. Conclusion: Our newly formulated assessment tool stands appropriate, which can be included in the present curriculum. Both the teachers and the students were satisfied with this kind of teaching method. This innovative teaching module and our newly formulated assessment tool proved to be very effective for learning biochemistry.