Comparison of case-based learning and traditional lectures in physiology among first year undergraduate medical students

Jasmin S Diwan; Chinmay J Shah; Saurin J Sanghavi; Amit M Shah

doi:10.5455/njppp.2017.7.0204220032017

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Original Research
Online Published: 31 Mar 2017

Natl J Physiol Pharm Pharmacol. 2017; 7(7): 744-748

doi: 10.5455/njppp.2017.7.0204220032017

Comparison of case-based learning and traditional lectures in physiology among first year undergraduate medical students

Jasmin S Diwan, Chinmay J Shah, Saurin J Sanghavi, Amit M Shah.

Cited By:20

Abstract
Background: Physiology is basic and applied medical science. The traditional system of teaching in physiology is teacher cantered with minimal participation from the students. Case-based learning (CBL) is a self-directed learning method based on instruction by the use of stories about individuals. It is a student-centered learning. It is helpful to improve the students scores in knowledge-based and clinical application-based examination.

Aims and Objectives: Objectives were to introduce CBL as an innovative teaching/learning (T/L) method in physiology and to evaluate its impact on learners and faculty.

Materials and Methods: Two groups crossover study was done in 26 first year MBBS students. Cases of hyperglycemia and hypothyroidism were identified and taught in tutorial as traditional and CBL as self-directed learning methods. Evaluation was done by pre-post multiple choice question tests. Feedback of the faculties and learners were taken.

Results: Comparing pre-post difference in the marks in CBL and tutorial methods in both the groups - no significance difference observed in Group A (P = 0.170), significant difference in Group B (P = 0.003) were observed, so CBL as better T/L method only in the Group B and not in Group A. Learners agreed that CBL helps them in achievement of learning objectives, increase in the interest, integration of topic, better interaction with instructors.

Conclusion: CBL can be used as an adjunct to the lectures to strengthen traditional T/L methods through active learning. It stimulates the desire to learn, develop clinical reasoning.

Key words: Case-based Learning; Lectures; Physiology; Teaching/Learning Methodology

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Pubmed Style

Diwan JS, Shah CJ, Sanghavi SJ, Shah AM. Comparison of case-based learning and traditional lectures in physiology among first year undergraduate medical students. Natl J Physiol Pharm Pharmacol. 2017; 7(7): 744-748. doi:10.5455/njppp.2017.7.0204220032017

Web Style

Diwan JS, Shah CJ, Sanghavi SJ, Shah AM. Comparison of case-based learning and traditional lectures in physiology among first year undergraduate medical students. https://www.njppp.com/?mno=259354 [Access: June 27, 2026]. doi:10.5455/njppp.2017.7.0204220032017

AMA (American Medical Association) Style

Diwan JS, Shah CJ, Sanghavi SJ, Shah AM. Comparison of case-based learning and traditional lectures in physiology among first year undergraduate medical students. Natl J Physiol Pharm Pharmacol. 2017; 7(7): 744-748. doi:10.5455/njppp.2017.7.0204220032017

Vancouver/ICMJE Style

Diwan JS, Shah CJ, Sanghavi SJ, Shah AM. Comparison of case-based learning and traditional lectures in physiology among first year undergraduate medical students. Natl J Physiol Pharm Pharmacol. (2017), [cited June 27, 2026]; 7(7): 744-748. doi:10.5455/njppp.2017.7.0204220032017

Harvard Style

Diwan, J. S., Shah, . C. J., Sanghavi, . S. J. & Shah, . A. M. (2017) Comparison of case-based learning and traditional lectures in physiology among first year undergraduate medical students. Natl J Physiol Pharm Pharmacol, 7 (7), 744-748. doi:10.5455/njppp.2017.7.0204220032017

Turabian Style

Diwan, Jasmin S, Chinmay J Shah, Saurin J Sanghavi, and Amit M Shah. 2017. Comparison of case-based learning and traditional lectures in physiology among first year undergraduate medical students. National Journal of Physiology, Pharmacy and Pharmacology, 7 (7), 744-748. doi:10.5455/njppp.2017.7.0204220032017

Chicago Style

Diwan, Jasmin S, Chinmay J Shah, Saurin J Sanghavi, and Amit M Shah. "Comparison of case-based learning and traditional lectures in physiology among first year undergraduate medical students." National Journal of Physiology, Pharmacy and Pharmacology 7 (2017), 744-748. doi:10.5455/njppp.2017.7.0204220032017

MLA (The Modern Language Association) Style

Diwan, Jasmin S, Chinmay J Shah, Saurin J Sanghavi, and Amit M Shah. "Comparison of case-based learning and traditional lectures in physiology among first year undergraduate medical students." National Journal of Physiology, Pharmacy and Pharmacology 7.7 (2017), 744-748. Print. doi:10.5455/njppp.2017.7.0204220032017

APA (American Psychological Association) Style

Diwan, J. S., Shah, . C. J., Sanghavi, . S. J. & Shah, . A. M. (2017) Comparison of case-based learning and traditional lectures in physiology among first year undergraduate medical students. National Journal of Physiology, Pharmacy and Pharmacology, 7 (7), 744-748. doi:10.5455/njppp.2017.7.0204220032017

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