The Impact of Small Group Case-based Learning on Traditional Pharmacology Teaching
Journal Title: Sultan Qaboos University Medical Journal - Year 2013, Vol 13, Issue 1
Abstract
Objectives: Tis study aimed to measure medical students’ perceptions of incorporating small group case-based learning (CBL) in traditional pharmacology lectures. Methods: Data were collected from third-year students (N = 68; 57% males, 43% females) at Al Quds University Medical School, Palestine. Te students were offered a CBL-incorporated Pharmacology-2 course after they had been taught Pharmacology-1 in the traditional format during the preceding semester. Student attitudes towards the restructured course were examined by a self-administered structured questionnaire. Results: Te majority of students thought that CBL was an effective learning tool for them (82%) and that it improved their learning skills (83%), independent learning skills (74%), analytical skills (70%), and their level of preparation for exams (75%). Most students reported that team discussions addressed lecture objectives (84%). Regarding cases discussed, most responders said that the cases were appropriate to the lecture topics (96%) and that the time allocated for case discussion was sufcient (86%). A large proportion of students thought that CBL improved their communication and collaborative skills (68% and 80%, respectively) and ability to work within a team (79%). Conclusion: Pharmacology-2 course restructuring led to a signifcant improvement of self-reported student satisfaction, motivation, and engagement.
Authors and Affiliations
Yasin I. Tayem| Department of Physiology & Pharmacology, School of Medicine, Al-Quds University, Jerusalem, Palestine
Keywords
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