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Year : 2021  |  Volume : 10  |  Issue : 2  |  Page : 99-104

Case-based learning: Introducing an innovative paradigm for learning medical microbiology in a rural medical college of North India

1 Department of Microbiology, SHKM GMC, Nalhar, Nuh, Mewat, Haryana, India
2 Department of Community Medicine, ACMS, New Delhi, India
3 Department of ENT, SHKM GMC, Nalhar, Nuh, Mewat, Haryana, India
4 Department of Microbiology, DY Patil Univ of Health Sciences, Pune, Maharastra, India
5 Department of ENT, SHKM GMC, Nalhar, Nuh, Mewat, Haryana; Department of Microbiology, NMCH, Jamuhar, Sasaram, Bihar, India

Correspondence Address:
Dr. Jyoti Sangwan
Department of Microbiology, SHKM GMC, Nalhar, Nuh, Mewat, Haryana
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/jdrntruhs.jdrntruhs_201_20

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Introduction: It has been observed that there is inadequate retention of microbiology and its inappropriate application to clinical science among medical graduates. To address this problem and facilitate student's learning, we need to adopt active, student centric teaching learning methods. Case-based learning (CBL) is one such method .The present study was planned to introduce Case Based Learning (CBL) in Microbiology and assess its advantages in understanding the topic in comparison to traditional didactic lecture and to observe perception regarding CBL among faculty and students. Material and Methods: 96 MBBS second Prof Students were enrolled in the study after obtaining informed consent and Institutional Ethics Committee approval. Theory lectures and CBL sessions were taken on the selected topics. At the end of both, the lectures and CBL sessions, a post test (MCQ) was conducted. A repeat test was taken after 4 weeks from the first post-test (MCQ) for each topic to see the retention of topic. Feedback of students and faculty were taken on a pre-validated questionnaire and analysed using a 5 point Likert scale. Results: A total of 96/100 (96%) students participated in the study. The CBL scores were significantly higher than DL session scores (P < 0.001). The difference in scores was significant even after four weeks of session (P < 0.001). Student reported satisfaction in being taught by CBL method in 5-point Likert scale feedback form (mean score >4) and recommended it for future batches. Conclusions: The study concludes that Case Based Learning is an active method of student centric learning resulting in better understanding, critical analysis, communication and retention of subject topics among students. The faculty also approved of the method in spite of being demanding and lack of adequate resources opining that the method is of special use in discussing clinically relevant topics.

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