A RIGOROUS EXAMINATION OF CASE-BASED LEARNING AS A PEDAGOGICAL SUBSTITUTION FOR THE APPLIED PHYSIOLOGY OUTPATIENT DEPARTMENT WITHIN THE COMPETENCY-BASED DYNAMIC CURRICULUM FOR FIRST-YEAR BHMS STUDENTS: IMPLICATIONS FOR THE EVOLUTION OF MEDICAL EDUCA-

Aims and Objectives:This study aims to evaluate the effectiveness of replacing the Applied Physiology Outpatient Department (OPD) with Case-Based Learning (CBL) for first-year BHMS students in the Competency-Based Dynamic Curriculum (CBDC), enhancing student learning outcomes. Materials and Methods:A survey was conducted among 328 first-year BHMS students from the 2022-23, 2023-24, and 2024-25 batches , the first two batches had participated in the Applied Physiology OPD. Feedback was gathered via a Google form to assess advantages of the Case Based Learning(CBL) in the curriculum. Results and Discussion-Students reported that CBL significantly improved their critical thinking and clinical reasoning skills. They found the learning process more engaging and felt it helped them connect theoretical knowledge with clinical practice. Applied Physiology OPD did have some limitations in terms of learning.The majority preferred CBL citing its structured, interactive approach and its ability to foster deeper learning and self-directed exploration. Conclusion:The findings(52.5 % Students preferred Applied Physiology to be scrapped in First BHMS) indicate that replacing the Applied Physiology OPD with a 90-hour CBL program within the CBDC framework could significantly enhance the integration of theoretical knowledge with clinical practice. This shift may promote deeper cognitive engagement, foster critical thinking, and improve clinical reasoning skills, aligning more closely with the evolving educational needs of first-year BHMS students. Further investigation is warranted to assess the long-term impact of this change on student learning outcomes.