Research Journal of Medical Sciences
ISSN: Online 1993-6095ISSN: Print 1815-9346
Abstract
Retention of knowledge and recall from lecture is less than 5% after 6 months, which results in little or no transfer of information into the long‐term memory. Meaningful learning can be defined as a condition that information is understood by the learner. Case based learning in medical education is the tool to foster meaningful learning, which helps in developing analytical and decision making skills. Present study was undertaken to compare learning with traditional didactic lectures and learning with case based learning in embryology. Aim of the current study is to develop critical thinking skill and problem solving skill in phase I MBBS students. Objectives of the present study are to evaluate the didactic lectures as well as case based learning as teaching learning tool, to compare each other as well as to analyse the perception of phase I MBBS students with regards to both these methods. 150 phase I MBBS students were divided randomly into 2 groups (group A and B) of 75 each. Pretest was conducted in the form of single correct answer MCQs as well as case based questions for both the groups. Afterwards group a was exposed to the traditional didactic lecture and group B (after dividing in group of 15) to the case based learning sessions. Post test was conducted for both the groups. Afterwards group a was exposed to the case based learning sessions and group B to the traditional didactic lecture. Similar exercise was conducted for total four topics of embryology. Afterwards feedback was obtained from students as well as faculties with regards to the case based learning sessions. Difference between the post test and pre test scores for both single correct answer MCQs as well as case based questions were more in the group of students who were exposed to case based learning as compared to the students who were exposed to the traditional didactic lectures for all four topics of embryology covered in the study. Case based learning is an effective teaching learning tool which helps students for integration of their knowledge of embryology, better application of basic science subject knowledge for problem solving, improving communication skills, helps students for in depth learning of the topic as well as helps in better retention of the acquired knowledge.
How to cite this article:
Raj Kumar, Bhavinkumar Kadavala, Chintan Lakhani and Mayankkumar Javia. Case Based Learning Versus Traditional Didactic Lectures in Embryology: A Comparison.
DOI: https://doi.org/10.36478/10.59218/makrjms.2023.8.130.134
URL: https://www.makhillpublications.co/view-article/1815-9346/10.59218/makrjms.2023.8.130.134