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Modified case based learning: Our experience with a new module for pharmacology undergraduate teaching
Kanchan Gupta1, Shalini Arora1, Sandeep Kaushal1
1Department of Pharmacology, Dayanand Medical College and Hospital, Ludhiana, Punjab, India.
International Journal of Applied & Basic Medical Research
|August 22, 2014
Summary
Modified case-based learning (mCBL) enhances pharmacology education for medical students. This interactive approach improved learning engagement and outcomes compared to traditional lectures.
Area of Science:
- Medical Education
- Pharmacology Teaching
- Clinical Skills Development
Background:
- Traditional pharmacology lectures are often monotonous and passive.
- There is a need for more engaging, case-based learning (CBL) approaches.
- Medical education requires innovative methods to improve student engagement.
Purpose of the Study:
- To introduce a modified case-based learning (mCBL) module for undergraduate pharmacology education.
- To enhance student interest and learning through simulated bedside teaching.
- To shift the focus from content-centered to case-based instruction.
Main Methods:
- Developed a clinical case scenario in consultation with a clinician.
- Presented cases, discussing disease processes, management, and rational drug use.
- Facilitated active student participation and collected anonymous feedback via questionnaires.
Main Results:
- Students reported improved learning due to clinical orientation and interactivity.
- 76.09% of students preferred mCBL over traditional lectures and tutorials.
- Improved departmental feedback scores suggest positive impact of mCBL.
Conclusions:
- Modified case-based learning (mCBL) effectively integrates pharmacology with clinical subjects.
- Collaboration with clinicians and departmental faculty enhances mCBL reliability.
- Future steps include assessing knowledge acquisition through mCBL sessions.
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