Implementation of Case-based Learning in Teaching Physiology to Phase-I MBBS Students: A Study from North Bengal Medical College

Abstract Background: Case-based learning (CBL) is a student centric method that helps to bridge the gap between theory and practice. It orients students toward analyzing and solving different clinical scenarios and helps them get a clear understanding of the subject in an interactive way. This study was done to study the effectiveness and feasibility of implementing CBL in teaching Physiology to Phase I MBBS students and to assess the perception of students and faculty of North Bengal Medical College and Hospital, Darjeeling. Methods: This intervention was done on 156 willing Phase 1 MBBS students. After the Cardiovascular and Hematology portions were taught through didactic lectures, CBL model was implemented using paper cases on the topics of “Heart block and Hemoglobinopathies.” Pre- and post-test was taken in the beginning and at the end of each session. After the completion of the two sessions, feedback using a prevalidated questionnaire was taken, both from the students and faculty, regarding their perception on this teaching methodology. Results and Discussion: Pretest and posttests scores were compared using the paired t -test. In both cases, the increase in the mean posttest scores was found to be statistically significant ( P < 0.01). Analysis of the student and faculty feedback showed an overall positive perception toward teaching and learning using CBL on a 5-point Likert Scale. Conclusion: Our study concludes that both students and faculty find CBL to be an effective and interesting teaching-learning methodology. It promotes better understanding and increases student teacher interaction.