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Case Based learning in Neuroanatomy in Small Groups for First MBBS Students

Shaifaly Madan Rustagi , Shaifaly Madan Rustagi1 , Suraj Prakash2 , Vandana Dave3 , Ruchi Dhuria4 , Shilpa Gorla5

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Indian Journal of Anatomy 9(1):p 55-60, January-March 2020. | DOI: DOI: http://dx.doi.org/10.21088/ija.2320.0022.9120.8

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Shaifaly Madan Rustagi, Suraj Prakash, Vandana Dave et al. Case Based learning in Neuroanatomy in Small Groups for First MBBS Students. Indian J Anat. 2020;9(1):55-60.

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Received : N/A         Accepted : N/A          Published : N/A

Abstract

Background: Competency Based Medical Education (CBME) requires that we shift from didactic lectures to small group teaching method and provide early clinical exposure to students to make them more competent and skilled Indian Medical Graduates. Case Based Learning (CBL) is an interactive, studentcentered and instructor-led learning method that promotes learning for competence and provides opportunities for integrated teaching. Aims and Objectives: 1. To introduce CBL as a Teaching–Learning Method for teaching Neuroanatomy. 2. To obtain feedback from students and faculty about their perception and experience of CBL as a teaching learning method. Methodology: 1. Hundred (100) students were given  ve CBL sessions on neuroanatomy (ascending and descending tracts) by dividing them into  ve groups comprising of 20 students each. 2. Prior to CBL sessions the students were taught ascending and descending tracts in the same small groups in rotation by 5 faculty members. 3. After the CBL sessions in small groups the students were assessed on the basis of an MCQ test on their knowledge of ascending and descending tracts. 4. Post sessions anonymous Google Based Questionnaire was given to students and faculty to assess their perceptions of this teaching learning method. Findings: Seventy-eight (78) students responded to the feedback questionnaires out of which 95% students agreed that CBL in small groups was an effective learning tool and 95% felt that clinical case scenarios helped in meaningful progression of learning. Conclusions: CBL was perceived as an effective teaching and learning method. It was practically relevant and added the clinical aspect to the theoretical concepts. It induced the students to think and apply their knowledge to solve the clinical cases scenarios given. Active learning was achieved as students interacted in small groups as compared to didactic lectures. Small groups discussions and interaction with faculty led to better understanding of the concepts.

Keywords: Small group teaching method; Case based learning; Neuroanatomy; Interactive teaching method; CBME.

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Shaifaly Madan Rustagi, Suraj Prakash, Vandana Dave et al. Case Based learning in Neuroanatomy in Small Groups for First MBBS Students. Indian J Anat. 2020;9(1):55-60.

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DOI: DOI: http://dx.doi.org/10.21088/ija.2320.0022.9120.8

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