Indian journal of Medical Biochemistry

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VOLUME 21 , ISSUE 1 ( January-June, 2017 ) > List of Articles

MEDICAL EDUCATION-ORIGINAL ARTICLE

Case-based Learning in Biochemistry: An Innovative Criterion-based Assessment Module for Effective Learning among MBBS Phase 1 Students in India

Vani C Axita, Rakesh T Mudaraddi, Praveenkumar Shetty, AS Shilpasree

Citation Information : Axita VC, Mudaraddi RT, Shetty P, Shilpasree A. Case-based Learning in Biochemistry: An Innovative Criterion-based Assessment Module for Effective Learning among MBBS Phase 1 Students in India. Indian J Med Biochem 2017; 21 (1):62-68.

DOI: 10.5005/jp-journals-10054-0022

License: CC BY 3.0

Published Online: 00-06-2017

Copyright Statement:  Copyright © 2017; Jaypee Brothers Medical Publishers (P) Ltd.


Abstract

Introduction

The main focus of case-based learning (CBL) is to integrate basic science material with clinical science. Case-based learning may be designed and introduced along with traditional didactic lectures in a way that it creates interest, promotes better understanding, active participation, and self-directed learning. The student should be motivated to become a life-long learner.

Intervention

We have formulated an innovative criterion-based module for implementation and evaluation of MBBS phase 1 students. This includes framing of a time schedule for distribution of teaching hours based on multiple teaching tools and module for conducting CBL sessions. This will be assessed by evaluation of student performance using a newly developed valid assessment tool.

Materials and methods

For the CBL sessions, 100 students of phase 1 MBBS course were included. They were divided into 10 groups of 10 students each. Ten clinical cases were selected for CBL sessions. Each student was given two cases for discussion. Pretest was conducted before and posttest after the CBL session. The session was conducted as planned in the module. The performance of the students was analyzed. Feedback from the students and teachers were taken and analyzed for its utility and effectiveness.

Results

The performance of the students showed drastic improvement after the CBL sessions (p < 0.0001); 85% of the students and 80% of the teachers agreed that CBL helps in deep learning and critical thinking; 84% of students and 73% teachers felt that CBL makes subject interesting with good retention of contents and reasoning ability for their future medical practice.

Conclusion

Our newly formulated assessment tool stands appropriate, which can be included in the present curriculum. Both the teachers and the students were satisfied with this kind of teaching method. This innovative teaching module and our newly formulated assessment tool proved to be very effective for learning biochemistry.

How to cite this article

Patil VP, Patil VS, Kulkarni SP, Trivedi DJ, Axita VC, Mudaraddi RT, Shetty P, Bargale AB, Kamble PS, Ingleshwar DG, Shilpasree AS. Case-based Learning in Biochemistry: An Innovative Criterion-based Assessment Module for Effective Learning among MBBS Phase 1 Students in India. Indian J Med Biochem 2017;21(1):62-68.


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