Objective: To compare the effectiveness of Case Based Learning and Self Directed Learning through end-ofmodule
assessment scores of two groups of students studying endocrine physiology in the second year MBBS
program and through student's experience about it.
Study Design: Quasi experimental study.
Place and Duration of Study: Foundation University, Islamabad, Department of Physiology, conducted in 4
months duration, starting from April till August 2020.
Materials and Methods: This study was conducted on second year MBBS students (group A) who were formally
introduced to case-based learning sessions during endocrine module. The end-of-module physiology exam
scores of this class were compared to endocrine module result scores of the previous class (group B), who had
been taught through self-directed learning sessions during their endocrine module. Dividing same class into
two groups would deprive one group from new learning strategy therefore scores of previous classes taught
through SDLs were used. The number of sessions, learning objectives, facilitators, examiners, and assessment
methods for both classes were ensured to be kept similar.
Results: Quantitative analysis of scores between the two groups using SPSS 23 was statistically significant (pvalue
= 0.001) through independent t test. Out of 143 students in group A, 96.5% passed while in group B 95%
were declared pass. The above average scorers were 52% in group A and 29% in group B. Qualitative
assessment of feedback questionnaire done by descriptive analysis, depicted positive impact of case-based
learning sessions on students' self-perceived learning, communication skills and problem solving.
Conclusion: case-based learning sessions was found to be more effective learning strategy than self-directedlearning
Key words: Case-Based-Learning, Endocrine, Module, Self-Directed-Learning.