Amalgamation of Clinical Case Scenarios with Integrated Teaching for First-Year MBBS Students
Journal Title: Scholars International Journal of Anatomy and Physiology - Year 2019, Vol 2, Issue 1
Abstract
This complete enumeration, comparative, before-and-after study (without controls) was conducted on 60 first-year MBBS students (30 females and 30 males) at a municipal medical college in Maharashtra, India. The outcome studied was the difference in cognitive domain scores after attending didactic lectures (by a pre-test) and integrated teaching with case scenarios (by a post-test). The participants included all first-year MBBS students, who gave written informed consent after the purpose and procedure of the study was explained to them. Didactic lectures on anaemia were followed by a pre-test and integrated teaching with case scenarios, conducted by the same set of teachers. Next, the post-test was administered using a questionnaire that was identical to that of the pre-test. The difference between the overall pre- and post-test scores was highly significant (Z=5.966; p<0.00001). The differences between the pre- and post-test scores for female (Z=3.463; p<0.00053) and male students (Z=3.636; p<0.00027) were also significant. In the pre-test, the mean score (out of 20) was 8.40 2.92 (95% CI: 7.36–9.44) and 8.07 2.55 (95% CI: 7.16–8.98) for females and males, respectively and the gender difference in scores was not significant (Z=0.466; p=0.641). In the post-test, the mean score (out of 20) increased to 11.40 3.74 (95% CI: 10.06–12.74) and 10.53 2.69 (95% CI: 9.57–11.49) for females and males, respectively and the gender difference in scores was not significant (Z=1.034; p=0.301). The study results reveal that blending integrated teaching with case scenarios significantly increases cognitive domain scores.
Authors and Affiliations
Sundaram Kartikeyan, Srabani Bhattacharya
Keywords
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