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Case-based learning: Modern teaching tool meant for present curriculum: A behavioral analysis from faculties'
Sibadatta Das1, Ashima Das2, Pinki Rai2
1Department of Physiology, Shaheed Hasan Khan Mewati Government Medical College, Nalhar, Haryana, India.
Journal of Education and Health Promotion
|December 16, 2021
Summary
Faculties show increasing acceptance of Case-based Learning (CBL), an active learning method. This study assessed faculty awareness and behavioral changes towards implementing CBL in applied sciences education.
Area of Science:
- Educational Methods
- Active Learning Strategies
- Faculty Development
Background:
- Case-based Learning (CBL) is a bidirectional active learning approach.
- It involves students solving problems under facilitator guidance.
- Faculty awareness and acceptance of CBL were assessed.
Purpose of the Study:
- To assess faculty awareness and acceptance of Case-based Learning (CBL).
- To evaluate behavioral changes in faculty towards implementing CBL.
- To understand perceptions of CBL's effectiveness in applied sciences.
Main Methods:
- Cross-sectional study involving two workshops in December 2019 and March 2020.
- Fifty-four faculty participants from applied sciences.
- Pre- and post-session questionnaires and SPSS analysis to measure behavioral change.
Main Results:
- Only 31.5% of faculty were aware of active learning methods.
- 96% agreed CBL is effective for concept development; 81% believed it enhances learning efficiency.
- Significant improvement in clinical decision-making and post-session effectiveness scores (2.72 ± 0.53).
Conclusions:
- Case-based Learning (CBL) is a student-centric learning mode.
- Faculty acceptance of CBL is growing despite challenges.
- CBL shows potential for enhancing learning and decision-making skills.
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