Introduction of Case Based Learning in Microbiology at Undergraduate Level

摘要

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.