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Year : 2015  |  Volume : 5  |  Issue : 4  |  Page : 21-23

Case-based learning in pharmacology: Moving from teaching to learning

1 Department of Pharmacology, GMERS Medical College and General Hospital, Gotri, Vadodara, Gujarat, India
2 Department of Physiology, Government Medical College, Bhavnagar, Gujarat, India

Correspondence Address:
Dr. Mukeshkumar B Vora
Associate Professor, Department of Pharmacology, GMERS Medical College and General Hospital, Gotri, Vadodara, Gujarat
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/2229-516X.162259

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Context: The knowledge of pharmacology is an important necessity for the prevention and treatment of diseases. The study aimed to find out the beneficial effects of case-based learning (CBL) compare to didactic lecture in pharmacology and to evaluate the perceptions of students regarding the CBL. Methods: A total of 68 students took part in the study and were randomly assigned to two equal groups: Group 1 (CBL group) and Group 2 (lecture group). Cases, test items, students feedback questionnaires were developed and peer viewed by experts. Group 1 underwent the CBL and the same topics were handled as a didactic lecture in Group 2 concurrently. Written tests were conducted after completion of each session and the perceptions of students were evaluated. Results: The Group 1 showed significantly increased (P < 0.001) test score in knowledge-based and critical thinking (clinical application) as compared to Group 2. The perceptions of students were quite positive regarding the CBL as a majority revealed that they has better understanding of concepts (82.35%), self-learning approach (91.17%), critical thinking with integration clinical subjects (97.05%), and active participation in discussion (76.47%) as well as interest in subject (88.24%) through the CBL process. Conclusion: Self-learning approach, critical thinking with the integration of subject, and arousal of interest in the subject were positive effects of CBL in the teaching of concepts of pharmacology.

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