Trainee doctors in medicine prefer case-based learning compared to didactic teaching

• Main Authors: Tarun George, Ronald A. B Carey, O C Abraham, Tunny Sebastian, Minnie F Faith
• Format: Article
• Language: English
• Published: Wolters Kluwer Medknow Publications 2020-01-01
• Series: Journal of Family Medicine and Primary Care
• Subjects: case-based learning; case-based teaching; medical education
• Online Access: http://www.jfmpc.com/article.asp?issn=2249-4863;year=2020;volume=9;issue=2;spage=580;epage=584;aulast=George

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.