Transforming Education: Case-Based Integrated Learning Development and Implementation - A Mixed Methods Study at a...

Area of Science:

• Medical Education
• Pedagogy
• Health Professions Education

Background:

• Traditional case-based learning (CBL) often faces challenges in maintaining student engagement and fostering critical thinking skills.
• Case-Based Integrated Learning (CBIL) offers a novel approach combining immersive and interactive techniques to address these limitations.

Purpose of the Study:

• To evaluate the effectiveness of CBIL in enhancing medical student engagement, critical thinking, and clinical reasoning.
• To explore faculty experiences and perceptions of the CBIL pedagogy.

Main Methods:

• An explanatory-sequential mixed-methods study was conducted in a Pakistani medical college.
• Quantitative data were gathered through faculty (n=35) and student (n=122) surveys, analyzed using descriptive statistics.
• Qualitative data were collected via faculty focus group discussions (FGD) and thematically analyzed.

Main Results:

• Faculty reported high satisfaction with CBIL training (overall satisfaction 5.17±0.89/6), noting its relevance and structure.
• Students expressed high satisfaction with CBIL cases (95% satisfied), citing clarity (92%) and applicability (96%).
• Faculty FGD revealed satisfaction with CBIL's opportunities for engagement, in-depth analysis, and discussion.

Conclusions:

• Interactive formats like CBIL enhance student engagement, critical thinking, and understanding through interaction, discussion, and peer learning.
• Further research into the effectiveness of various interactive case-based learning formats is essential for advancing medical education.