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Enhancing active learning in microbiology through case based learning: experiences from an Indian medical school
A M Ciraj1, P Vinod, K Ramnarayan
1Department of Microbiology, Melaka Manipal Medical College (Manipal campus), Manipal University, Manipal, Karnataka-576 104, India. cirajam@yahoo.com
Case-based learning (CBL) significantly improved medical students' active learning in microbiology. CBL enhanced knowledge retention, analytic, and communication skills, outperforming traditional lectures.
Area of Science:
- Medical Education
- Microbiology Pedagogy
Background:
- Case-based learning (CBL) is an interactive, student-centered educational strategy.
- This study explores CBL's role in promoting active learning within microbiology.
Purpose of the Study:
- To evaluate the effectiveness of Case-based learning (CBL) in microbiology education.
- To compare student academic performance in CBL versus traditional lecture formats.
- To assess student and faculty perceptions of CBL.
Main Methods:
- Case-based learning (CBL) was implemented in a second-year medical microbiology curriculum.
- Student scores in CBL topics were compared to lecture-based topics.
- Academic performance and perceptions of CBL were analyzed.
Main Results:
- Students reported enhanced knowledge, analytic, collaborative, and communication skills through CBL.
- Examination scores were significantly higher for CBL topics compared to lecture topics.
- Faculty perceived CBL as highly effective for student engagement and knowledge retention.
Conclusions:
- Case-based learning (CBL) effectively enhances active learning in microbiology.
- Increased use of CBL can improve both knowledge acquisition and essential skill development in students.
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