1. Chetna Desai, R. K. Dikshit What they said about CBL…
Introducing Case Based Learning As A Teaching Method In Pharmacology For Undergraduate Students
Chetna Desai, R. K. Dikshit
Department of Pharmacology, B. J. Medical College, Ahmedabad , India
A Curriculum Innovation Project for CMCL FAIMER Fellowship Program 2007
Introduction
The Case Based Learning approach in pharmacology is aimed at developing problem-solving skills to a relatively large class while conserving faculty and other resources.
The focus of this intervention is to train the students to apply the basic principles of pharmacology to various clinical situations through development of analytical and decision-making skills.
Method
Posttest scores for SAQ test were higher in CBL group as compared to Tutorial group
Higher mean scores for the MCQ test and prescription writing were observed but non-significant.
Repeater Batch:
Both groups were comparable at baseline.
Posttest scores for CBL group showed an increase in MCQ and SAQ test as compared to pretest scores (p<0.05).
Posttest scores in Tutorial group were higher for all three tests as compared to pretest scores.
Posttest scores for MCQ and SAQ test were higher in CBL group as compared to Tutorial group (p< 0.05)
Student feedback
Plan
Finalised Project Plan
Permission from Dean and H.O.D. A
Prepare ICF, tests, Student and Faculty, Feedback Questionnaires C
Approval from Ethics Committee
Identify Clinical case and Learning issues
What they said about CBL…
Enjoyable and interesting
Promotes self-learning
Helps develop problem - solving ability
Better student - teacher and peer interaction
Time consuming
Highly dependent on student’s motivation T
Sensitise faculty about CBL
Practice Sessions I
Didactic lecture - Pharmacotherapy of Anemia
Sensitise students - CBL & Group Dynamics O
Informed Consent
Randomisation
Aim:
Introduce Case Based Learning as a
teaching method for undergraduate
medical students in Pharmacology.
Evaluate whether this method helps develop analytical and problem solving skills.
Motivate students to solve the problems themselves through group discussion and effective utilization of learning resources.
Help develop interpersonal skills and team work in the learners. N
Regular Batch: CBL (43) Tutorial (51)
Repeater Batch: CBL (16) Tutorial (18)
Tests
MCQ SAQ Prescription
CBL1
Case introduced stepwise
Learning issues identified
Conclusions:
CBL is a useful innovative T-L method.
It helps develop analytical skills, problem - solving abilities in learners.
It promotes interpersonal and communication skills and self-learning among students.
It could be an adjunct to the conventional teaching methods in pharmacology.
It should be implemented in an organised manner by trained faculty.
I/S
Self -learning
Books, peers, library, internet, teachers…...
CBL2
Discussion
Summary
Post tests
Posttests (same as pretests)
Feedback from faculty
Results
Analysis of results
CBL in Progress
Tutorial in Progress
Faculty feedback
Acknowledgements
My thanks to:
Fellows of 2007, mentors and Faculty of FAIMER
for their valuable inputs.
The Dean and H.O.D. for administrative support and
encouragement.
Faculty and residents of my department for their suggestions and support.
Faculty of Medicine, Gynaecology and Obstetrics for helping select the clinical case.
My students for their enthusiasm and support.
Results
Regular Batch:
Both groups were comparable at baseline.
Posttest scores in the CBL and Tutorial groups were higher in the three tests as compared to the pretest scores (p<0.001).