Promotion of higher order of cognition in undergraduate medical students using case-based approach.

ABSTRACT:

Background

The curriculum of pathology is conventionally "taught" in a series of didactic lectures, which promotes learning by rote. In this study, case-based learning (CBL) was introduced to assess its effect on higher order cognition and problem-solving skills in undergraduate medical students.

Subjects and methods

The prescribed syllabus of hepatobiliary system was delivered to the undergraduate medical students of the fourth semester by conventional didactic lectures. A pretest, which contained questions designed to test both analysis and recall, was administered, followed by CBL sessions, in the presence of a facilitator, encouraging active discussion among students. Students were then assessed using a similar posttest. The perceptions of the students and the faculty we

SUBMITTER: Dubey S 

PROVIDER: S-EPMC5561721 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature