Asian Pacific Journal of Health Sciences

Yazarlar: Avishek Ganguly, Subham Das, Anik Ghosh, Niloy Sarkar

Konular:-

Anahtar Kelimeler:Active learning,Case,Ased learning,CBME,Didactic lectures,Microbiology

Özet: Background: Microbiology is taught using traditional methods, and its practical application is scarce among medical practitioners. As a result, “active learning” is essential to aid pupil learning. One such strategy is case-based learning (CBL), which helps to improve understanding as well as therapeutic applications of microbiology in everyday practice. Aim: CBL was first used as a teaching and learning method in clinical microbiology for medical students. Methodology: At IQ City Medical College and Hospital in Durgapur, an educational intervention study was undertaken for the 2nd phase MBBS students. A total of 82 people took part in the study, and two groups were formed. After sensitizing the faculty using CBL, the project was carried out. The first group was given a CBL, whereas the second group was given a didactic talk with crossover. A pre- and post-test was done, and student and instructor perceptions were recorded and assessed. Results: CBL was warmly received by both students and teachers. Students and teachers’ perceptions were rated on a Likert scale ranging from strongly disagree to strongly agree. In comparison to Didactic Lecture, around 76.8% of students believe that in CBL, we interact more with teachers, followed by 65.9% who believe that CBL has helped me retain the material and its clinical application, and 62.2% who believe that CBL has stimulated self-study. Conclusion: CBL in microbiology is an effective technique for improving and changing students’ attitudes toward microbiology’s applicability in clinical practice. It also helps students gain a better understanding of microbiology.

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