A pilot study on case-based learning (CBL) in medical microbiology; students perspective

Area of Science:

• Medical Education Research
• Microbiology Curriculum Development

Background:

• Traditional medical microbiology teaching relies on didactic lectures, often perceived as lacking clinical relevance.
• Case-based learning (CBL) has been shown to enhance comprehension compared to traditional lectures.
• A pilot study was designed to assess student perceptions of CBL before a new curriculum rollout.

Purpose of the Study:

• To evaluate medical student perceptions of case-based learning (CBL) in microbiology.
• To gauge the impact of CBL on the perceived clinical relevance and appeal of microbiology.
• To inform future curriculum development for undergraduate medical education.

Main Methods:

• An observational educational research study was conducted with second-year MBBS students (n=60).
• Four microbiology topics were taught using CBL scenarios aligned with the Competency Based Medical Education (CBME) syllabus.
• Anonymous survey questionnaires using a 5-point Likert scale assessed student perceptions six weeks post-intervention, with faculty perspectives also gathered.

Main Results:

• The majority of students reported positive perceptions of the case-based learning approach.
• A significant shift was observed in student perspectives, viewing microbiology as more appealing and clinically relevant.
• CBL appears to enhance the perceived value and applicability of microbiology in a clinical context.

Conclusions:

• Case-based learning is a valuable pedagogical tool for enhancing student engagement and understanding in medical microbiology.
• Implementing CBL can positively transform student perceptions of traditionally perceived 'difficult' or 'theoretical' subjects.
• Findings support the integration of CBL into undergraduate medical curricula for improved clinical relevance.