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<p>This study evaluates the impact of case-based learning (CBL) on undergraduate medical students’ learning in ENT and compares its effectiveness to didactic lectures, alongside assessing perceptions from students and faculty.The primary goals are to assess learning outcomes from CBL versus didactic lectures and gather perceptions on these teaching methods. Conducted over five months with 100 pre-final year MBBS students at Govt Medical College, Vidisha, the study involved a prospective educational intervention design. Students alternated between CBL and didactic lectures for two topics, with knowledge assessed through pre- and post-tests and perceptions collected via surveys. Results Initial knowledge scores were comparable (<i>p </i>&gt; 0.05). Post-intervention, both groups showed significant improvements (<i>p </i>&lt; 0.05), with the CBL group outperforming the didactic group (<i>p </i>&lt; 0.05). Notably, 98% of students felt CBL enhanced retention, and 96% believed it improved understanding and problem-solving. Faculty favored CBL as a more effective teaching method. CBL promotes deeper learning and self-directed study in medical education. The favorable feedback from students and faculty supports integrating CBL with traditional lectures to enhance educational outcomes.</p>

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A Comparative Study on Case-Based Learning and Interactive Lectures in Otorhinolayngology on Pre-final MBBS Students

  • 期刊论文

  • 发表日期：

    2025年4月15日

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  • Aditya Gargava,
  • Praveen Singh,
  • Tina Rai,
  • Vaishali Jain,
  • Shiv Kumar Raghuwanshi

摘要

This study evaluates the impact of case-based learning (CBL) on undergraduate medical students’ learning in ENT and compares its effectiveness to didactic lectures, alongside assessing perceptions from students and faculty.The primary goals are to assess learning outcomes from CBL versus didactic lectures and gather perceptions on these teaching methods. Conducted over five months with 100 pre-final year MBBS students at Govt Medical College, Vidisha, the study involved a prospective educational intervention design. Students alternated between CBL and didactic lectures for two topics, with knowledge assessed through pre- and post-tests and perceptions collected via surveys. Results Initial knowledge scores were comparable (p > 0.05). Post-intervention, both groups showed significant improvements (p < 0.05), with the CBL group outperforming the didactic group (p < 0.05). Notably, 98% of students felt CBL enhanced retention, and 96% believed it improved understanding and problem-solving. Faculty favored CBL as a more effective teaching method. CBL promotes deeper learning and self-directed study in medical education. The favorable feedback from students and faculty supports integrating CBL with traditional lectures to enhance educational outcomes.