Case Based Learning Versus Conventional Lecture in Clinical Pharmacology Education and its Relation to Learning Styles

Abstract

INTRODUCTION[|]The problem of the connection between theoretical knowledge and practical knowledge leads to the inadequate training of physicians that results in inaccurate prescriptions. Case-based learning (CBL) is a universal paradigm often used within the medical curriculum, and it encourages self-assessment while enabling the learner to generate analytical and diagnostic solutions to a real scenario. However, its applications are limited and more research is needed to test its compatibility with students with different learning styles. [¤]METHODS[|]CBL-based pharmacology courses have been integrated into the 3rd year curriculum of Bahcesehir University Faculty of Medicine. A 15-question questionnaire was filled out by 67 students who were informed in advance to evaluate the CBL-based lessons. In addition, 37 of the participants were asked to complete an approved VARK questionnaire. In this way, traditional education systems were evaluated in terms of learning styles with CBL.[¤]RESULTS[|]According to the majority of the students participating in the study, CBL is a very useful learning method compared to traditional learning methods by making it easier to direct real life cases. In addition, no significant difference was found between the answers of students with various preferences, such as multi-modal or single-modal learning styles, in terms of the evaluation of CBL. [¤]DISCUSSION AND CONCLUSION[|]The students' survey results showed that the CBL-based curriculum was a useful motivating method. This study shows that CBL is a teaching system that can be adapted to each type of student regardless of the learning style and it is a learning method that can be applied in other fields besides Clinical Pharmacology.[¤]

Keywords

• case-based learning
• education; pharmacology; problem-based learning; vark methods.