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Perceptions of medical students in Pakistan, KSA, and the US regarding the significance of case-based learning

Authors
  • Khalid, Ahmed M.
  • Sohail, Mohina
  • Naiyar, Iffat
  • Khalid, Hajerah
  • Riaz, Marryam
  • Baig, Mukhtiar
Type
Published Article
Journal
Journal of Taibah University Medical Sciences
Publisher
Elsevier BV
Publication Date
Apr 09, 2021
Volume
16
Issue
3
Pages
344–349
Identifiers
DOI: 10.1016/j.jtumed.2021.02.011
PMID: 34140860
PMCID: PMC8178679
Source
PubMed Central
Keywords
Disciplines
  • Original Article
License
Unknown

Abstract

Objective This study aims to determine the perceptions of medical students in Pakistan, KSA, and the US regarding the significance of case-based learning (CBL). Methods For this cross-sectional study, data were collected by administering an online questionnaire to students in medical schools across Pakistan, KSA, and the US. Results A total of 344 medical students participated in this study, the great majority of whom agree that CBL paves the way for developing a sound understanding of the core subject, provides insight into real-life experiences, helps them transform from fact memorisers into problem solvers, and keeps them engaged during sessions, which motivates them to attend more of these. A comparison of respondents from Pakistan and KSA shows that CBL promotes deep learning and fostered their critical thinking; however, there was a difference in perception in some categories, including CBL as a tool used for grasping key concepts ( p  = 0.004), providing insight into real-life experiences ( p  = 0.001), offering a platform for self-directed learning ( p  = 0.000), nurturing collaborative abilities ( p  = 0.004), and maintaining students’ engagement ( p  = 0.002). Conclusion Our study shows that the selected cohort of medical students perceive CBL as an effective learning tool, as the majority feel overwhelmingly positive towards it. This study thus proposes the introduction of clinical exposure for medical students early in MBBS programmes, which will help promote collaborative skills and self-directed learning among them.

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