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Original Research

Evidence amalgamating case-based teaching as a teaching tool for preclinical students: Students perspective

Geetanjali Purohit, Veena Vishnubhai Jasuja, Puja Dulloo.


Background: Sumandeep Vidyapeeth is the pioneer university having evidence-based education system in India. Despite a paucity of evidences for teaching all the basic contents of physiology to the medical undergraduates, curricular leaders are pressured to identify innovative approaches to link 21st generation health-care students with the evidence-based system from the 1st year of their health-care education. As part of this, an attempt has been made to identify the perception of undergraduate medical students for “Evidence amalgamating case-based teaching (CBT-E)" teaching approach. To enhance the learning we tried amalgamating case based learning and evidence based learning for better outcome.

Aims and Objectives: The primary objective of the present study was to determine the student’s perception for CBT-E teaching approach.

Materials and Methods: This is a questionnaire-based observational cross-sectional study, which was conducted in the Department of Physiology, SBKS MI and RC in 2016–2017. Participants of study were students of the first MBBS. Evidence-based medicine (EBM) is taught to the undergraduate as a part of UG curriculum throughout the MBBS course, where at preclinical level, they learn about the basics of EBM, formulating a good clinical question, search strategies, and evidence searching skills. For this study, a total of 16 lecture sessions were conducted with four different teaching methods. First, traditional manner didactic, second with a case-based teaching approach, third was using evidence as a teaching method, and finally case with evidence together. A total of 16 lectures, 4 with each method were conducted. Self-made questionnaire was used to take feedback of students.

Results: More than 80% of students agreed that CBT-E teaching approach is the need for pre- and paraclinical subjects. Majority of the students said that they came to know about the other aspects of learning applied physiology and their analytical approach and critical thinking enhanced. About 75% of students agreed that CBT-E approach is better than the routine traditional teaching and it should be continued for coming years also.

Conclusion: CBT-E approach will promote better understanding of human body function for I M.B.B.S. students which is very difficult to achieve in only theoretical lectures. CBT-E approach for teaching will help them to have better knowledge of basic sciences to the students so they will be better evidence-based health-care physicians in future. This teaching methodology will make the basic science more authenticate and interesting to learn.

Key words: Evidance based study,clinical based study,Clinical based teaching with evidance

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