Comparison of case-based learning and traditional lectures in physiology among first year undergraduate medical students

[...]this study was planned with objective to evaluate the impact of this method on learners and faculty, in comparison to didactic lectures. The present study findings are consistent with Rehman[8] who has done cross-sectional study titled "clinically oriented teaching of physiology through case-based lecturing" among second year medical students of Bahria University Medical and Dental College and found that majority of medical students were able to understand core content of physiology in context with structural and functional relationships and pathological aspects with identification of disease by casebased lectures. Positives of CBL includes student-oriented subject; subject and topic relevance, e.g., the problem offered is similar to that within "real life;" synthesis of broad range of subjects and topics; development of intrinsic and extrinsic motivation, allowing individualized learning; encouragement for self-evaluation and critical reflection; need for scientific inquiry and development of providing support for their conclusions; integration of knowledge and practice; development of learning skills. [14,15] On analysis of student's feedback regarding CBL in the present study, agreement was found from all learners that CBL enhances self-study through additional resource materials. 23 learners (88%) either strongly agreed or agreed that CBL helps them in the achievement of learning objectives, increase in the interest, system case coordination, integration of topic, better interaction with instructors. 13 learners (50%) agreed for CBL helps in better retention. 17 learners (69.2 %) agreed that CBL facilitates application of basic sciences to clinical reasoning.