Exploring Faculty Perceptions of Case-Based Learning in Paediatric Education

Introduction: This study explores the perceptions of pediatric faculty members regarding the use of Case-Based Learning (CBL) in medical education. Method: A qualitative research approach was adopted, utilizing purposive sampling to select six faculty members with experience in CBL. Data was collected through focus group discussions (FGDs) and analyzed using thematic analysis. Result: The results highlighted four key themes: general perceptions, benefits, challenges, and recommendations for improvement. Faculty believed CBL enhances critical thinking, communication skills, and the application of theoretical knowledge in real-world scenarios. However, challenges such as time constraints and unclear learning outcomes were identified. Recommendations included providing ongoing faculty training, using smaller discussion groups, and refining case scenarios to better meet students' learning needs. Conclusion: The study underscores the importance of faculty perceptions in shaping the future of CBL and improving its effectiveness in pediatric education.