Introduction: Active learning model using cooperative techniques such as Case Based Learning (CBL)
has increased. In CBL, the instructor acts as a facilitator in the construction of knowledge. Clinical
Biochemistry is concerned with methodology and interpretation of biochemical tests performed on the body uids and tissues,
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to support diagnosis, treatment and monitoring of disease. Some change in the teaching learning method can enhance the
interest of the students in the subject and they can apply the knowledge of the subject in diagnosis, treatment and follow up of a
disease in their professional career.
Aims and Objectives:To introduce CBL as teaching learning method and then:-1. Compare score of students by two methods of
teaching- Traditional didactic lectures and case based approach.2. Evaluate student's and Faculty's feedback regarding their
perception of case based learning.
Method: The study was conducted in the Department of Biochemistry, MMIMSR, Mullana (Ambala) during six months period.
150 First professional MBBS students (Batch 2018-19) of MMIMSR, Mullana were included in the study.Pre and Post Test and
prevalidated questionnaire (Based on Likert's scale) were used as tools for data collection. The students were divided into two
groups: - Group A (n=75) (Study group): case based learning (CBL) was used as teaching learning method. Group B (n=75)
(Control group): Traditional didactic lecture method was used as teaching learning method.
Result: The Post- test scores of both the learning methods were statistically signicantly higher when compared to their
respective Pre- test scores. (p<0.05). The Post- test score of CBL group was higher than that of Didactic lecture group (p <0.05).
Conclusion: Both faculty and students wanted CBL sessions to be held in future as this makes Biochemistry a very interesting
subject .So CBL should be incorporated along with Didactic lectures in the curriculum for MBBS students.
Use of Test based on Specific Learning Objectives during Didactic Lecture as an Effective Large Group Teaching Learning Method in Undergraduate Medical Teaching
