International Journal of Applied and Basic Medical Research

ORIGINAL ARTICLE
Year
: 2014  |  Volume : 4  |  Issue : 2  |  Page : 90--94

Modified case based learning: Our experience with a new module for pharmacology undergraduate teaching


Kanchan Gupta, Shalini Arora, Sandeep Kaushal 
 Department of Pharmacology, Dayanand Medical College and Hospital, Ludhiana, Punjab, India

Correspondence Address:
Dr. Kanchan Gupta
Department of Pharmacology, Dayanand Medical College and Hospital, Ludhiana, Punjab
India

Objective: The undergraduate teaching in pharmacology has always been a challenging task for medical teachers. Traditional lecture format is monotonous and a passive way of learning. There is a need to shift the educational focus from content centered to case based. In an effort to create interest and further improve the student learning, we have introduced simulated bedside teaching sessions as case based learning (CBL) module (modified CBL-[mCBL]) for 2 nd professional MBBS students. Materials and Methods: A case scenario of a clinical disease condition was prepared in consultation with a clinician. During the session, the case was presented along with discussion on the disease process, its management and rational drug use. Students were encouraged to participate actively. After the session, students were requested to fill the feedback questionnaire anonymously (both open-ended questions and responses on Likert scale). Results: According to the students, factors such as clinical orientation, interactivity and re-enforcement of important points helped them to learn better. Majority of the students (76.09%) found the sessions to be better than theory lectures and tutorials. The fact that the interactive component of departmental feedback (taken at the institutional level) has improved during the last 2 years could be attributed to the introduction of these sessions. Conclusion: mCBL (in the presence of departmental faculty and concerned clinician) is a good method of integrating pharmacology with clinical subjects. To make such sessions more reliable, the next planned step is to assess the knowledge gained by the students during such sessions in the future.


How to cite this article:
Gupta K, Arora S, Kaushal S. Modified case based learning: Our experience with a new module for pharmacology undergraduate teaching.Int J App Basic Med Res 2014;4:90-94


How to cite this URL:
Gupta K, Arora S, Kaushal S. Modified case based learning: Our experience with a new module for pharmacology undergraduate teaching. Int J App Basic Med Res [serial online] 2014 [cited 2020 Dec 2 ];4:90-94
Available from: https://www.ijabmr.org/article.asp?issn=2229-516X;year=2014;volume=4;issue=2;spage=90;epage=94;aulast=Gupta;type=0