CASE BASED LEARNING AND TRADITIONAL TEACHING STRATEGIES: WHERE LIES THE FUTURE?

Case Based Learning Vs Traditional Teaching

Abstract

Objective: To explore the perceptions of final year medical students about efficacy of traditional teaching methods and Case based learning (CBL) and to evaluate the effect of CBL on students’ performance and satisfaction level during their clinical rotation in Obstetrics and Gynaecology Department.

Study Design: Sequential mixed method study.

Place and Duration of Study: Department of Obstetrics and Gynaecology, Holy Family Hospital, Rawalpindi from January 2013 to June 2013.

Participants and Methods: Students expressed their perceptions on a Likert scale in a questionnaire. It was triangulated with data collected from 4 focus group discussions (FGD). Students for FGD were selected using purposive sampling. Students’ performance in OSPE and long case was compared with another group who was taught with traditional methods. Quantitative data was analyzed by SPSS version 17. For qualitative data, themes and patterns were identified using content analysis technique.  

Results: Of 141 students, 134 returned completed forms giving a response rate of 95%.Gender distribution was similar in both the groups. There was no statistically significant difference in performance assessment. Strong preference for CBL was expressed by 97% as it improved their confidence (83%), clinical and presentation skills (91& 80%), attitude and student teacher relationship (68 & 77%), strengthened link between theory and practice (90%), and integrated basic and clinical knowledge (92%). Seventy six percent stated that all teaching should be CBL. Qualitative data from SGD strongly supported these views.

Conclusion: Although test performance was similar in both the groups, students expressed strong preference for CBL as compared to traditional methods