CASE BASED LEARNING IN CARDIOVASCULAR PHYSIOLOGY FOR FIRST YEAR STUDENTS
Journal Title: Journal of Evolution of Medical and Dental Sciences - Year 2019, Vol 8, Issue 13
Abstract
BACKGROUND Active learning happens when students are given the opportunity to develop a more interactive relationship with subject matter of a course, encouraging them to generate, rather than simply receive knowledge. An active learning teacher facilitates student learning. The study is an effort to explore the use of CBL as an educational strategy for promoting active learning. Aims and Objectives1. To introduce CBL as an active learning approach. 2. To enable students to become self-directed learners. METHODS CBL was introduced in 1st year MBBS students after orientation program for both the students and the faculty. After intervention, student perception of CBL was recorded and average student score in CVS taught were compared with scores obtained in topics covered during didactic lectures. An attempt was also made to see the effect on academic performance by comparing scores of this batch with students of the previous batch in the same topic. RESULTS Initially a total of 125 MBBS students of 1st year were included in the study. The attitude of the students was recorded by student questionnaire and it was found that 91.2% of students felt that this method enabled them to apply the knowledge of basic science to clinical reasoning and 86.4 % felt that these sessions helped them to develop analytical and critical thinking. On comparing scores of the students in the same topic taught to Batch 2012, the pass percentage of the students increased from 36 % to 76%. CONCLUSIONS The student feedback and the scores obtained by the students in the topic encouraged them to use more interactive methods of teaching. And this, eventually may lead to better learning
Authors and Affiliations
Sandeep Kaur, Parminder Singh Kular, Roopam Bassi
Keywords
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- EP ID EP555743
- DOI 10.14260/jemds/2019/235
- Views 79
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