Home About us Editorial board Search Ahead of print Current issue Archives Submit article Instructions Subscribe Contacts Login 
  Users Online: 644 Home Print this page Email this page Small font sizeDefault font sizeIncrease font size  
Year : 2017  |  Volume : 7  |  Issue : 5  |  Page : 47-51

Case-based learning in microbiology: Observations from a North West Indian Medical College

Department of Microbiology, SMS Medical College, Jaipur, Rajasthan, India

Correspondence Address:
Dr. Anita Singhal
Bungalow No. 4, Gangwal Park, SMS Medical College Campus, JLN Marg, Jaipur - 302 004, Rajasthan
Login to access the Email id

Source of Support: None, Conflict of Interest: None

DOI: 10.4103/ijabmr.IJABMR_146_17

Rights and Permissions

Background: Microbiology is usually taught by conventional lectures, and its retention and application is observed to be poor among medical graduates/practitioners. Aim and Objectives: Introduction of case-based learning (CBL) in microbiology for second-year professional MBBS students. Materials and Methods: Students were divided into two groups of fifty each. Four clinical cases were used for CBL. One group had two CBL sessions whereas the other had didactic lectures (DLs) and then the groups were crossed over. Case scenario handouts were given to students a week before the session, and smaller groups were formed for discussions and presentations in CBL sessions. Posttest, in multiple choice questions format, was conducted in two phases: First, immediately after the completion of the four CBL and DL sessions, and second, 6 weeks after the first posttest. Student and faculty feedback was taken about CBL sessions. Results: Hundred MBBS students of the fourth semester voluntarily participated in the CBL study. The CBL scores were significantly higher than DL session scores (P = 0.015). This difference was more marked in scoring done after 6 weeks of session completion (P < 0.001). Student reported satisfaction in being taught by CBL method in 5-point Likert scale feedback form. Faculty feedback was positive for CBL. Conclusions: CBL helped in retention of knowledge and its application better than DL in our observation. More sessions on commonly encountered case scenarios will be useful for students in recalling basic science knowledge in their later years as practitioners.

Print this article     Email this article
 Next article
 Previous article
 Table of Contents

 Similar in PUBMED
   Search Pubmed for
   Search in Google Scholar for
 Related articles
 Citation Manager
 Access Statistics
 Reader Comments
 Email Alert *
 Add to My List *
 * Requires registration (Free)

 Article Access Statistics
    PDF Downloaded216    
    Comments [Add]    

Recommend this journal