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Is There a Case for Case-Based Learning in Pharmacology?
Thiruganahalli S Padmanabha1, Y D Shilpashree2, Ningaiah Ajay3
1Pharmacology, Adichunchanagiri Institute of Medical Sciences, Adichunchanagiri University, Balagangadharanatha Nagara, IND.
Cureus
|July 3, 2023
Summary
Didactic lecture (DL) teaching showed significantly better immediate pharmacology learning outcomes than case-based learning (CBL). However, long-term retention showed no significant difference between these educational methods.
Area of Science:
- Medical Education
- Pharmacology Pedagogy
Background:
- Didactic lecture (DL) involves passive knowledge reception.
- Case-based learning (CBL) promotes active learning through clinical cases.
- Previous comparisons of DL and CBL effectiveness were inconclusive.
Purpose of the Study:
- To evaluate the effectiveness of case-based learning (CBL) in pharmacology education.
- To compare immediate and long-term learning outcomes between DL and CBL.
Main Methods:
- 80 second-year medical students participated.
- Students were divided into two groups.
- Post-test and one-month retention test scores were compared using multiple-choice questions.
Main Results:
- Didactic lecture (DL) demonstrated statistically significant superior immediate learning outcomes compared to case-based learning (CBL).
- Retention test scores showed a slight, but not statistically significant, advantage for CBL over DL.
- No significant difference in long-term knowledge retention was observed between the two methods.
Conclusions:
- Didactic lecture (DL) is more effective for immediate learning in pharmacology.
- Both DL and CBL yield comparable long-term knowledge retention.
- Didactic lecture (DL) remains the preferred method for teaching pharmacology.
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