Application of Case-Based Readiness Assurance Process as a Model for Case-Based Pedagogy and Collaborative Learning...

Area of Science:

• Medical Education
• Physiology Education
• Preclinical Medical Training

Background:

• Integrating clinical relevance into preclinical medical education is crucial for bridging basic sciences and clinical disciplines.
• Student-centered approaches like team-based learning (TBL) enhance active learning.
• Early clinical exposure is vital for medical students.

Purpose of the Study:

• To implement and evaluate the case-based readiness assurance process (CBRAP) for early clinical exposure in India's preclinical medical curriculum.
• To assess the impact of CBRAP on student learning outcomes and engagement.

Main Methods:

• Four CBRAPs were conducted in physiology (hematology, muscle, cardiovascular, renal) for 250 first-year medical students.
• Case-based multiple-choice questions incorporated clinical vignettes, pathophysiology, and lab findings to test application and problem-solving.
• Individual and group readiness assurance tests (IRAT and GRAT) were administered.

Main Results:

• Group readiness assurance test (GRAT) scores were significantly higher than individual readiness assurance test (IRAT) scores across all CBRAPs (p < 0.001).
• GRAT scores improved significantly from the first to subsequent CBRAPs (p < 0.001).
• GRAT scores showed significant correlations with IRAT scores, indicating improved understanding.

Conclusions:

• Case-based readiness assurance process (CBRAP) is an effective strategy for early clinical exposure in preclinical medical education.
• Active student involvement through innovative teaching methods like CBRAP can enhance learning outcomes.
• Students preferred CBRAP, finding team discussions particularly beneficial for learning.