Trainee doctors in medicine prefer case-based learning compared to didactic teaching
Background: Sustaining interest and promoting deep learning is a challenge in any teaching method. The purpose of the study is to find the perception of trainee doctors in Internal Medicine and teaching faculty on the usefulness of case-based learning (CBL) and to compare assessment knowledge outcom...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Wolters Kluwer Medknow Publications
2020-01-01
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| Series: | Journal of Family Medicine and Primary Care |
| Subjects: | |
| Online Access: | http://www.jfmpc.com/article.asp?issn=2249-4863;year=2020;volume=9;issue=2;spage=580;epage=584;aulast=George |
| _version_ | 1818447997047930880 |
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| author | Tarun George Ronald A. B Carey O C Abraham Tunny Sebastian Minnie F Faith |
| author_facet | Tarun George Ronald A. B Carey O C Abraham Tunny Sebastian Minnie F Faith |
| author_sort | Tarun George |
| collection | DOAJ |
| description | Background: Sustaining interest and promoting deep learning is a challenge in any teaching method. The purpose of the study is to find the perception of trainee doctors in Internal Medicine and teaching faculty on the usefulness of case-based learning (CBL) and to compare assessment knowledge outcome with didactic seminars. Methods and Materials: We developed and conducted a CBL teaching program on eight topics in infectious diseases. First group had CBL and second group had didactic seminars. In step 1, a clinical case was introduced in stages. Learning objectives were formulated and topics were divided among the trainees. At step 2, trainees shared what they had learnt from self-directed learning. Faculty summarized the case and learning points. In the seminar group, trainees made presentations on the given topics. Trainees who had CBL underwent a questionnaire survey. Multiple choice questions-based test was administered for both the groups. Results: The trainee doctors and staff overwhelmingly found CBL to be more interesting, stimulating, and useful compared to didactic seminars. There was no statistical difference in the test scores. Conclusions: CBL is a useful and interesting method of learning and should be employed more often in teaching for trainee doctors. |
| first_indexed | 2024-12-14T20:12:30Z |
| format | Article |
| id | doaj.art-ac78f6e92293417b933167910ce7830b |
| institution | Directory Open Access Journal |
| issn | 2249-4863 |
| language | English |
| last_indexed | 2024-12-14T20:12:30Z |
| publishDate | 2020-01-01 |
| publisher | Wolters Kluwer Medknow Publications |
| record_format | Article |
| series | Journal of Family Medicine and Primary Care |
| spelling | doaj.art-ac78f6e92293417b933167910ce7830b2022-12-21T22:48:55ZengWolters Kluwer Medknow PublicationsJournal of Family Medicine and Primary Care2249-48632020-01-019258058410.4103/jfmpc.jfmpc_1093_19Trainee doctors in medicine prefer case-based learning compared to didactic teachingTarun GeorgeRonald A. B CareyO C AbrahamTunny SebastianMinnie F FaithBackground: Sustaining interest and promoting deep learning is a challenge in any teaching method. The purpose of the study is to find the perception of trainee doctors in Internal Medicine and teaching faculty on the usefulness of case-based learning (CBL) and to compare assessment knowledge outcome with didactic seminars. Methods and Materials: We developed and conducted a CBL teaching program on eight topics in infectious diseases. First group had CBL and second group had didactic seminars. In step 1, a clinical case was introduced in stages. Learning objectives were formulated and topics were divided among the trainees. At step 2, trainees shared what they had learnt from self-directed learning. Faculty summarized the case and learning points. In the seminar group, trainees made presentations on the given topics. Trainees who had CBL underwent a questionnaire survey. Multiple choice questions-based test was administered for both the groups. Results: The trainee doctors and staff overwhelmingly found CBL to be more interesting, stimulating, and useful compared to didactic seminars. There was no statistical difference in the test scores. Conclusions: CBL is a useful and interesting method of learning and should be employed more often in teaching for trainee doctors.http://www.jfmpc.com/article.asp?issn=2249-4863;year=2020;volume=9;issue=2;spage=580;epage=584;aulast=Georgecase-based learningcase-based teachingmedical education |
| spellingShingle | Tarun George Ronald A. B Carey O C Abraham Tunny Sebastian Minnie F Faith Trainee doctors in medicine prefer case-based learning compared to didactic teaching Journal of Family Medicine and Primary Care case-based learning case-based teaching medical education |
| title | Trainee doctors in medicine prefer case-based learning compared to didactic teaching |
| title_full | Trainee doctors in medicine prefer case-based learning compared to didactic teaching |
| title_fullStr | Trainee doctors in medicine prefer case-based learning compared to didactic teaching |
| title_full_unstemmed | Trainee doctors in medicine prefer case-based learning compared to didactic teaching |
| title_short | Trainee doctors in medicine prefer case-based learning compared to didactic teaching |
| title_sort | trainee doctors in medicine prefer case based learning compared to didactic teaching |
| topic | case-based learning case-based teaching medical education |
| url | http://www.jfmpc.com/article.asp?issn=2249-4863;year=2020;volume=9;issue=2;spage=580;epage=584;aulast=George |
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