A Comparative Study on Traditional and case based teaching learning methods and its impact on academic performance among first year medical students
Shivaleela C
, Anjali Borle , Vaibhav Anjankar , Kumar G V
Case based learning, Traditional teaching, CBME
Case-based learning (CBL), also referred to as case study teaching and case method learning, is a long established pedagogical method, which is defined in a number of ways depending on the discipline and type of ‘case’ employed. Current drift in medical education is a shift from teacher centered submissive learning environment to student centered energetic, positive learning. In CBL, the faculty formulates the case scenarios and students discuss the case in small groups and attempts to arrive at a solution using the knowledge gained from previously taught curricular content. Aim: To compare traditional teaching learning methods and case based teaching learning methods and its impact on academic performance among first year medical students Materials and methods: The students who will participate in the study will be divided into two equal groups by random allocation. Pre-test MCQs will be given to both the groups. The first group will be taught with traditional lecture. The second group will be divided again in to smaller groups and each group will be given a case scenario of the topic, followed by group discussion which will be moderated by a facultyThe students of the both the groups will be given post-test MCQS on the topic. The scores of pre-test and post-test obtained will be compared with both the groups and statistically analyzed. The above groups will be flipped and the second topic will be given and the same procedure will be followed as done for the first topic. Finally, feedback will be taken from the students and faculty, which will be analyzed and expressed in percentages. Observation and Results: 1. Assessment of academic performance of both the groups will be done by statistical evaluation of MCQ pre-test and post-test scores by using SPSS Version 20 2. Feedback survey based on questionnaire will be analyzed and expressed in percentages to assess the perceptions of students and barriers by faculty in implementing the CBL. Discussion: will be on the basis of observation and analysis of data. Conclusion: will be drawn on the basis of observation and results.
"A Comparative Study on Traditional and case based teaching learning methods and its impact on academic performance among first year medical students", IJSDR - International Journal of Scientific Development and Research (www.IJSDR.org), ISSN:2455-2631, Vol.9, Issue 5, page no.645 - 648, May-2024, Available :https://ijsdr.org/papers/IJSDR2405089.pdf
Volume 9
Issue 5,
May-2024
Pages : 645 - 648
Paper Reg. ID: IJSDR_211387
Published Paper Id: IJSDR2405089
Downloads: 000347481
Research Area: Medical Science
Country: TUMKUR, KARNATAKA, India
ISSN: 2455-2631 | IMPACT FACTOR: 9.15 Calculated By Google Scholar | ESTD YEAR: 2016
An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 9.15 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator
Publisher: IJSDR(IJ Publication) Janvi Wave
