Abstract
To compare the effectiveness of Case Based Learning and Self Directed Learning through end-of-module assessment scores of two groups of students studying endocrine physiology in the second year MBBS program and through student's experience about it. Study Design:Quasi experimental study.Place and Duration of Study:Foundation University, Islamabad, Department of Physiology, conducted in 4 months duration, starting from April till August 2020. Materials andMethods: This study was conducted on second year MBBS students (group A) who were formally introduced to case-based learning sessions during endocrine module. The end-of-module physiology exam scores of this class were compared to endocrine module result scores of the previous class (group B), who had been taught through self-directed learning sessions during their endocrine module. Dividing same class into two groups would deprive one group from new learning strategy therefore scores of previous classes taught through SDLs were used. The number of sessions, learning objectives, facilitators, examiners, and assessment methods for both classes were ensured to be kept similar. Results: Quantitative analysis of scores between the two groups using SPSS 23 was statistically significant (p-value = 0.001) through independent ttest. Out of 143 students in group A, 96.5% passed while in group B 95% were declared pass. The above average scorers were 52% in group A and 29% in group B. Qualitative assessment of feedback questionnaire done by descriptive analysis, depicted positive impact of case-based learning sessions on students' self-perceived learning, communication skills and problem solving. Conclusion: case-based learning sessions was found to be more effective learning strategy than self-directed-learning sessions
Dr. Hira Ashraf, Sadia Ahsin, Madiha Imran, Gule Naghma Saeed. (2021) Is Case Based Learning Better than Self Directed Learning? A Quantitative Analysis of Endocrine Physiology Exam Scores and Students' Feedbac, Journal of Islamic International Medical College, Volume 16, issue 3.
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