Introducing Case Study-based Panel Discussion as an Effective Means of Self-Directed Learning in Phase 2 MBBS Students: A Cross-sectional Study

Abstract

Introduction: The introduction of Competency Based Medical Education (CBME) curriculum in 2019 in India has endorsed many new concepts like Early Clinical Exposure (ECE), Self-Directed Learning (SDL) etc. SDL is an active learning approach in which case-based scenarios are provided and learners are guided by questions, leading them to answers using recommended learning resources. Aim: To evaluate the outcome of introducing case study-based panel discussion as SDL and analyse student and faculty perception. Materials and Methods: This was a cross-sectional study conducted in Department of Pathology of ESIC Medical College, Faridabad, Haryana, India from May 2021 to October 2021 on 100 Bachelor of Medicine and Bachelor of Surgery (MBBS) phase 2 students. First, Didactic Lecture (DL) was taken on Diabetes Mellitus (DM). Then case study-based panel discussions were done during the practical classes assigned for SDL. Students were divided into five cohorts of 20 students each. Two faculty members were assigned for each cohort of 20 students. The assigned faculties observed and gave their inputs to their respective cohorts. Data from pre and post-test questionnaires having 15 Multiple Choice Questions (MCQ's) both theory (n-7) and problem based learning questions (n-8) was analysed statistically. Feedback from students and teachers was collected using a questionnaire in the five-point Likert scale format. Results: The pre (8.43±1.79) and post-test (12.53±1.46) scores comparison revealed statistically significant (p<0.001) improvement in the post-test scores. An 89% of students opined that CBL improved their clinical, logical, analytical and communication skills and 92% students found the whole experience of CBL enjoyable. A 100% of the faculty felt the whole experience was motivating (25% strongly agree and 75% agree) and 33.34% of faculty strongly agreed that CBL helped in bridging the gap and 41.67% strongly agreed that it improved student involvement. However, all faculty found it to be time consuming (25% strongly agree and 75% agree) and 83.34% felt it was an extra burden for them. Conclusion: Students reported an improvement in their learning, interaction, communication and analytical skills through the introduction of this innovative method of teaching Pathology using case study-based panel discussion as a means of SDL.

Keywords

• diabetes
• didactic
• pathology
• problem based learning