A Comparative Study on Case-Based Learning and Interactive Lectures in Otorhinolayngology on Pre-final MBBS Students.

Area of Science:

• Medical Education
• Otorhinolaryngology (ENT) Education

Background:

• Traditional didactic lectures are a common teaching method in medical schools.
• Evaluating innovative pedagogical approaches like case-based learning (CBL) is crucial for enhancing medical student comprehension.

Purpose of the Study:

• To compare the effectiveness of case-based learning (CBL) versus didactic lectures in undergraduate ENT education.
• To assess student and faculty perceptions of CBL and didactic lecture teaching methods.
• To determine the impact of CBL on knowledge retention and problem-solving skills.

Main Methods:

• A prospective educational intervention involving 100 pre-final year MBBS students.
• Students experienced alternating periods of CBL and didactic lectures for ENT topics.
• Knowledge assessment via pre- and post-tests; perceptions gathered through surveys.

Main Results:

• No significant difference in initial knowledge scores between groups (p > 0.05).
• Both methods improved knowledge (p < 0.05), with CBL yielding superior outcomes (p < 0.05).
• 98% of students found CBL improved retention; 96% reported better understanding and problem-solving.

Conclusions:

• Case-based learning promotes deeper learning and self-directed study in medical students.
• Favorable student and faculty feedback supports integrating CBL with traditional lectures.
• CBL is an effective pedagogical strategy for improving ENT learning outcomes in medical education.