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ISSN: 2394-4137 (E) 2394-6318 (P)

IJIMS.2015.121

Type of Article: Original Research

Volume 2; Issue 8 : August 2015

Page No.: 145-150

DOI: 10.16965/ijims.2015.121

 

CBL in Medical Education Effective Learning Methodology than PBL

Montosh Chakraborty 1, Shivakrishna Gouroju *2, Pinki Garg 3, Karthikeyan P 4, Prerna Singh 2.

1 Asst. Prof. Department of Biochemistry, Andaman and Nicobar Islands Institute of Medical Sciences, Port Blair, India.

*2 Tutor in Department of Biochemistry, Andaman and Nicobar Islands Institute of Medical Sciences, Port Blair, India.

3 Asst. Prof. Department of Biochemistry, NDMC Medical College, Delhi, India.

4 PG trainee, Department of Biochemistry, Maulana Azad Medical College, New Delhi, India.

 

CORRESPONDENCE:

Shivakrishna Gouroju, Tutor in Department of Biochemistry, Andaman and Nicobar Islands Institute of Medical Sciences, Port Blair, India.
E-Mail: phdbiochemshiv@gmail.com

 

ABSTRACT

The conventional teaching and learning methods in medical education yearns for a change. The newer and effective small group interactive teaching methodologies are being looked into. Problem based learning and case based learning modules were taken into consideration in this study. Although PBL is student centred but it lacks able guidance of the teacher involved and effective participation of all the students. The deficiencies encountered in PBL are taken care of in case based learning study. It is a guided enquiry approach where the teacher plays a vital role in the preparation of the case based problem, organizing the CBL session under his guidance and providing constructive and relevant information during the sessions. Students are the speakers and presenters.  Generally, most of the studies refer to the advantages of CBL and PBL in regard to traditional teaching. This study compares the learning effectiveness amongst the two approaches. A total of 126 first year medical students were included in the study. Students were divided into two groups such that both the groups have similar academic knowledge. The effectiveness of the teaching methodologies was reflected in the better performance of the students in the evaluation tests conducted after the said sessions. Both the groups performed better in the evaluation tests conducted after the PBL and CBL session. But the performance was better in the group which attended CBL on the same topic. The difference in the mean marks of the two groups being statistically significant. . However it seems important to develop more consistent research in this field, namely, longitudinal studies with larger samples.

KEY WORDS: Case Based Learning; Problem Based Learning, medical Education.

 

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