Comparing the Effectiveness of Case Based Learning with Conventional Teaching in Anatomy

Nair, Shema K; Rai, Neha

doi:10.21276/aanat.2019.5.2.10

Cited by 5 publications

(4 citation statements)

References 8 publications

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“…The current study showed that students considered PBL more effective in understanding the concepts of anatomy compared to CTM, which was in line with studies conducted in a variety of settings globally [10][11][12][13] .…”

Section: Discussionsupporting

confidence: 89%

Effectiveness of problem-based learning strategies compared to conventional anatomy teaching approaches

Quratulain Javaid,

Ambreen Usmani

2024

J Pak Med Assoc

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Objective: To determine the effectiveness of problem-based learning compared to conventional teaching strategies, and to determine the impact of sub-disciplines of Anatomy on learning outcomes of the subject. Method: The cross-sectional, descriptive study was conducted at Bahria University Health Sciences, Karachi, from August to October 2022, and comprised 1st and 2nd year medical students and 1st year dental students of either gender who were being taught by the hybrid method including both conventional and problem-based learning strategies. Data was collected using a questionnaire circulated through Google Forms. It had close-ended questions that were scored on a Likert scale. Anatomy sub-disciplines explored were gross, embryology and histology. Data was analysed using SPSS 23. Results: Of the 251 subjects, 125(49.8%) were males and 126(50.2%) were females. The overall age ranged aged 18-23 years. There were 115(45.8%) 1st year medical students, 111(44.2%) 2nd year medical students and 25(10%) 1st year dental students. Among 1st year medical students 60(52.17%), among 2nd year medical students 64(57.6%) and among 1st year dental students 14(56%) respondents favoured problem-based learning compared to conventional methodology. Highly significant results were obtained regarding need of topic revision (p<0.001), whether knowledge of conventional teaching method is enough for understanding the clinical scenarios (p=0.017, whether pictures shown during the problem-based learning sessions were enough for understanding anatomy (p=0.035), relevance of questions in oral structured practical examination (p=0.019) and viva (p=0.002). When the participants were asked regarding the anatomy sub-discipline that required revision for comprehensive learning, 72(28.3%) mentioned gross anatomy. Conclusion: Students considered problem-based learning to be more inducive in enhancing learning compared to conventional teaching. Key Words: Problem-based learning strategies, Conventional anatomy, Teaching approaches.

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Section: Discussionsupporting

confidence: 89%

Effectiveness of problem-based learning strategies compared to conventional anatomy teaching approaches

Quratulain Javaid,

Ambreen Usmani

2024

J Pak Med Assoc

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“…This indicates that CBL is an effective teaching-learning method helping the students to build on prior knowledge, integrate the knowledge, and consider an application to future situations. Similar observations were reported by Shaifaly et al [ 18 ] and Nair et al [ 19 ] in Anatomy, and Singhal et al [ 20 ] and Blewett et al [ 21 ] in Microbiology. The mean difference between post-session test and retention test scores is higher in the CBL group.…”

Section: Discussionsupporting

confidence: 89%

Efficacy of Case-Based Learning in Anatomy

Sangam¹,

Praveen²,

Vinay³

et al. 2021

Cureus

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In the present Competency-Based Medical Education (CBME), learning is more student-centered where the students take the responsibility for their learning. Anatomy is an important basic science that lays the foundation for clinical courses in the Bachelor of Medicine and Bachelor of Surgery (MBBS) curriculum. To make it interesting and clinically useful, several innovative teaching-learning methods like case-based learning (CBL) and problem-based learning (PBL) are introduced. The present study was taken up to know the effectiveness of CBL as a teaching-learning method in Anatomy in improving the knowledge and retention of acquired knowledge.

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“…The current cross over study between two groups of pharmacy practice students equally exposed to both didactic lectures and casebased pedagogy in musculoskeletal system diseases and drug therapy revealed significantly higher learning, observations of which are similar to CBL studies performed in medical students [49][50][51][52].…”

Section: Discussionsupporting

confidence: 66%

Case-Based Learning in Pharmacy Practice: Observations from an Indian Pharmacy College

Rathinavelu,

Reddy,

Karanam

et al. 2023

J. Pharm. Res. Int.

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Today, it's getting harder to learn a career in pharmacy. In addition to self-guided individual learning, pharmaceutical educators are required to find and adopt ways that support higher-level thinking, collaborative learning, and student motivation. One strategy to achieve these aims is to develop and use case-based learning as an addition to traditional teaching techniques. They support learner-centered, small-group, interactive learning experiences as opposed to large-group, teacher-centered, didactic instruction. A cross-over study between two groups equally exposed to both didactic lectures and case-based pedagogy musculoskeletal system diseases and drug therapy; which involves assessment of perception and small group responses towards case-based learning. The outcome of which is further investigated by administering an objective structured clinical examination. The vast majority of the students reported satisfaction with case-based learning sessions and highly appreciated this method of teaching pharmacotherapy of musculoskeletal system diseases. In our study, more than 93.22% of the students opined that they enjoyed sessions and it held their interest and motivated them to learn better. The ‘t-test between post-test 1 and post-test 2 scores was statistically significant with a P value of 0.0001. This suggests that CBL is effective in students’ learning, and reinforces important concepts, strengthening information retention and long-term memory. In conclusion, the perception of pharmacy practice students towards case-based learning is highly contented and encountered a very positive impact on understanding and retention of knowledge in musculoskeletal system diseases and drug therapies.

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Comparing the Effectiveness of Case Based Learning with Conventional Teaching in Anatomy

Cited by 5 publications

References 8 publications

Effectiveness of problem-based learning strategies compared to conventional anatomy teaching approaches

Effectiveness of problem-based learning strategies compared to conventional anatomy teaching approaches

Efficacy of Case-Based Learning in Anatomy

Case-Based Learning in Pharmacy Practice: Observations from an Indian Pharmacy College

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