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Cover page of the Journal of Health Sciences
Year : 2021  |  Volume : 14  |  Issue : 1  |  Page : 84-89

Case-based learning in neurophysiology: An educational paradigm for preparing undergraduate medical students for better clinical acumen

1 Department of Physiology, Rajasthan University of Health Sciences College of Medical Sciences, Jaipur, Rajasthan, India
2 Department of Dentistry, Jaipur National University Institute for Medical Sciences and, Research Centre, Jaipur, Rajasthan, India

Correspondence Address:
Dr. Raman Grover
Department of Dentistry, Jaipur National University Institute for Medical Science and Research Centre, Jagatpura, Jaipur - 302 017, Rajasthan
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/kleuhsj.kleuhsj_173_20

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Background: Case-based learning (CBL) is an effective educational strategy of solidifying basic physiological concepts and integrating them to clinical application and clinical sciences. The study aimed to measure its effectiveness in achieving the defined learning outcomes and assess and evaluate the academic performance and perception of 1st year medical students in neurophysiology toward developing a better clinical acumen. Materials and Methods: A quasi-experimental study of 100 1st year medical students was conducted. 89 students in the first and 86 in the second CBL session were final participants after dropouts. After a conventional lecture on neurophysiology, they were assessed by a pretest in the form of multiple choice questions. Then, they were divided into 9 groups to solve a clinical case problem via group discussion followed by group presentation, a posttest, and an open discussion by the facilitator. Five-point Likert scale feedback was taken; the scores were statistically assessed by paired Student's t-test and the feedback was assessed by median, interquartile range (IQR), and Chi-square goodness-of-fit test. Results: Higher mean posttest scores (2.84 ± 0.94 for the first and 3.77 ± 0.93 for the second session) suggested a statistically significant improvement in the students' academic performance (P < 0.001 and P < 0.002, respectively). Majority of the feedback responses favored a positive impact of CBL (P = 0.05; IQR averaging around 1 and 2 in majority). Conclusion: CBL encourages active learning in physiology, and not only helps students to gain requisite knowledge but also enhances their communication and analytical skills.

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