Abstract
Background: Case-based learning (CBL) is a part of competency-based medical education and is an innovative methodology that starts with a well-structured case-based problem and compels students to approach its diagnosis and treatment by correlating theory and practice. It is a newer approach to making a medical competent professional doctor.

Aims and Objectives: This study was conducted among 2nd-year undergraduates to promote case-based lectures and to analyze the effectiveness of CBL and the perception of students toward CBL in comparison with traditional lectures.

Materials and Methods: A total of 160 students who enrolled in the study were randomized into two Batches A and B. Batch A was exposed to a case-based session on anti-parkinsonism drugs and Batch B was delivered the same lecture in a conventional pattern. At the end of the lecture, students of both batches were asked to attempt a post-test and to fill out a feedback questionnaire. Post-test scores of both the test groups were compared using the Mann–Whitney U-test. The perception of students was analyzed using the feedback questionnaire.

Results: The performance of students who attended case-based lectures was better than those who attended conventional lectures. A statistically significant and better performance of Batch A was observed in critical thinking-based questionnaires as compared to Batch B. Feedback on students’ perception shows that CBL enhanced their interest and motivation for learning, and improved their critical thinking and analytical skills.

Conclusion: Positive results of the study indicate that CBL should be implemented in the teaching concepts of pharmacology. A combination of both conventional lectures and CBL can serve as an effective educational tool. Certain challenges associated with the implementation of CBL should be addressed properly.

Key words: Case-Based Lectures, Pharmacology, Competency-Based Medical Education