Abirami Omprakash¹,
Mahesh Kumar²,
Archana P Kumar³,
Padmavathi R⁴
Sathiyasekaran BWC⁵
Ravindran T⁶
¹Associate Professor,
Department of Physiology,
Sri Ramachandra Medical College & Research Institute, Chennai
²Assistant Professor,
Department of Physiology & Biochemistry,
Govt. Yoga and Naturopathy College & Hospital, Chennai
³Associate Professor
Department of Medical Education,
College of Medicine and Medical Sciences,
Arabian Gulf University, Manama, Bahrain
⁴Professor
Department of Physiology,
Sri Ramachandra Medical College & Research Institute, Chennai
⁵Dean- Research
Sree Balaji Medical College and Hospital, Chennai,
⁶Professor
Department of Microbiology,
Kilpauk Medical College, Chennai.

Abstract

• Background: Health professional schools have been challenged to prepare their students to meet the evolving health care needs of society. In the current scenario, student centered teaching learning methods such as Case based teaching learning method are of at most priority to facilitate undergraduate students to acquire core skills of higher education. Studies are needed to understand the perception of the students and the factors to be addressed for implementation of the case based learning.
• Aim and Objectives: The objectives of the study are to evaluate the perception of undergraduate students on Case based learning, using structured feedback questionnaire and to conduct a comprehensive evaluation of the case-based learning method in medical education through Force Field Analysis.
• Methods: Kirkpatrick Level 1: Reaction to the case-based learning method was collected from first year undergraduate students using structured and validated feedback questionnaire. Force Field Analysis conducted for analyzing a change process by identifying and evaluating the driving forces and restraining forces.
• Results: Most of the study participants agreed that CBL is an effective teaching learning method for undergraduate education. Participants felt that this method of learning will help them to apply basic science concepts effectively during future clinical practice. It is evident that the driving forces supporting the adoption of case-based learning outweigh the restraining forces as per the force field analysis.
• Conclusion: The information generated can be of immense help to academicians to use case-based learning in the current CBME curriculum rolled out by National Medical Commission.

Keywords: case based learning, force field analysis, medical students, perception