Case-based learning in pharmacology: Moving from teaching to learning

The knowledge of pharmacology is an important necessity for the prevention and treatment of diseases. The study aimed to find out the beneficial effects of case-based learning (CBL) compare to didactic lecture in pharmacology and to evaluate the perceptions of students regarding the CBL.

A total of 68 students took part in the study and were randomly assigned to two equal groups: Group 1 (CBL group) and Group 2 (lecture group). Cases, test items, students feedback questionnaires were developed and peer viewed by experts. Group 1 underwent the CBL and the same topics were handled as a didactic lecture in Group 2 concurrently. Written tests were conducted after completion of each session and the perceptions of students were evaluated.

The Group 1 showed significantly increased (P < 0.001) test score in knowledge-based and critical thinking (clinical application) as compared to Group 2. The perceptions of students were quite positive regarding the CBL as a majority revealed that they has better understanding of concepts (82.35%), self-learning approach (91.17%), critical thinking with integration clinical subjects (97.05%), and active participation in discussion (76.47%) as well as interest in subject (88.24%) through the CBL process.

Self-learning approach, critical thinking with the integration of subject, and arousal of interest in the subject were positive effects of CBL in the teaching of concepts of pharmacology.