"Introduction of Case Based Studies among First Professional MBBS Students in the Department of Biochemistry " (Preprint)
Authors: Sabharwal Rachna , Mahajan Rajesh , Mahajan Animesh 
Published: April 2020

BACKGROUND

Background: In the traditional system of medical education, Biochemistry was mainly taught by means of didactic lectures, tutorials and practical classes, along with anatomy and physiology in the first year of the medical course of four and a half years. Hence, it was teacher-centered, with minimal active participation from the students and hence, the students lacked critical thinking. But these days, the education is changing to a student-centered teaching–learning process with the use of various innovative teaching methods. This makes the students actively involved in the process of learning and it thus prepares them for a lifelong self directed learning process.
Case Based Learning (CBL) is one such approach which can make learning more effective and interesting. The clinical case which is given, acts as a stimulus and so the learner is motivated to gain knowledge.
Keeping in mind the above facts the present study was planned to introduce Case Based Learning (CBL) in Biochemistry and assess its effectiveness in understanding the subject along with its perception among faculty and students.

OBJECTIVE

Aims and Objectives: To introduce case based learning (CBL) as a teaching learning method among Ist Prof MBBS students to improve students understanding of clinical aspect of Biochemistry.

METHODS

Methodology: After obtaining clearance from institutional ethical committee, educational research was carried out in the department of biochemistry, GMC, Jammu.. The study was conducted on 150 MBBS first Prof Students. Both, the faculty and students were sensitized to introduction of case based learning methods. Theory lectures were taken for both the selected topics i.e. Jaundice and Diabetes Mellitus. Then case based learning sessions were conducted for both the topics. At the end of both the lectures and CBL sessions, a post test (MCQ) was conducted. A repeat test was taken after 4 weeks from the first post-test (MCQ) for each topic. Also, the perceptions of students and faculty were taken on a validated feedback questionnaire and analysed on 5 point Likert scale.

RESULTS

Results: A total of 144/150 (96%) students participated in the study. The CBL scores were significantly higher than Didactic Lectures session scores (P < 0.001). This difference was also seen in scores after four weeks of session completion (P < 0.001). Students and faculty feedback was taken on 5-point Likert scale feedback form. 92% students either strongly agreed or agreed that topic was more interesting and easy when taught by CBL. Almost same number (92%) agreed to better understanding of topic and also that their attention span was more during CBL sessions. 87% students felt that it motivated them for self study. 90% students agreed to have learnt teamwork during CBL sessions. 97% students and majority of the faculty agreed that CBL should be made a regular part of the curriculum. Although faculty was also of opinion that this is more time consuming and requires more of teacher’s efforts.

CONCLUSIONS

Conclusion: This study showed that Case Based Learning is an active method of learning resulting in better understanding and retention of subject of biochemistry. It was well accepted by both the faculty and the students and was found feasible and relevant to be introduced in the curriculum by both of them. Students found this method more interesting, useful in understanding the topic, helpful to them in application for future practice, problem solving and provides a scope for interaction with faculty.