Introduction of Case Based Learning in Microbiology at Undergraduate Level
Introduction: Didactic lectures still remain as the common method of teaching and learning in microbiology. It is purely a teacher centred method and promotes passive learning. So, adoption of active learning strategies for understanding the subject like microbiology is need of the hour. This ca...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
JCDR Research and Publications Pvt. Ltd.
2018-07-01
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| Series: | National Journal of Laboratory Medicine |
| Subjects: | |
| Online Access: | http://www.njlm.net/articles/PDF/2307/36090_CE[VSU]_F(SHU)_PF1(AKA_SHU)_PFA(AKA_SHU)_PN(SHU).pdf |
| Summary: | Introduction: Didactic lectures still remain as the common
method of teaching and learning in microbiology. It is purely
a teacher centred method and promotes passive learning.
So, adoption of active learning strategies for understanding
the subject like microbiology is need of the hour. This can be
achieved by incorporation of case based learning along with
didactic lectures. It is a student centered method and promotes
active learning. So by keeping in mind the above advantages of
CBL (Case Based Learning), the present study was planned
to assess the perception of students after introducing Case
Based Learning (CBL) in Microbiology.
AIM: To use case based learning (CBL) as a tool to improve
students understanding of applied aspects of Microbiology.
Methods and Material: The study was conducted on 150
MBBS second year professional Students in the department of
microbiology of Maharishi Markandeshwar Institute of Medical
Sciences & Research, Mullana. Didactic lectures were taken for
the selected topics. Then case based learning sessions were
conducted for all selected topics. At the end of the sessions
of CBL, perceptions of students were taken on feedback
questionnaire and analysed on 3 point Likert scale.
Results: A total of 138/150 (92%) students responded to
the questionnaire. 88% students opined that CBL helped
clearing their basic concepts. 77% stated that CBL motivated
them for self- study, also improved their communication skills
and analytic skills. 90 %, 87%, 76% felt that retention of the
subject is more after CBL and also they understand the clinical
application of the knowledge, CBL made the topic interesting,
increased their attention in the class respectively. 86%, 82%,
78% students felt that there is more interaction with teachers
during CBL, they have learnt to work together, and CBL is an
effective learning tool for them respectively.
Conclusions: This study showed that there is dire need of
introduction of student’s centred teaching learning methods.
Students find CBL sessions more useful because by CBL,
retention of the subject is increased and they learn the subject
by means of applying their knowledge. |
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| ISSN: | 2277-8551 2455-6882 |