ArticleSultan Qaboos University medical journal2013
The Impact of Small Group Case-based Learning on Traditional Pharmacology Teaching.
Article in Sultan Qaboos University medical journal, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 23 papers.
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Who cites it
23 citing papers in PubMed.
- Use of prelecture assignment to enhance learning in pharmacology lectures for the 2Indian journal of pharmacology · 2016Trial
- Designing equitable and inclusive assessments in pharmacology: Insights from education practices in medical sciences.British journal of clinical pharmacology · 2026Review
- Article
- The post-pandemic transformation in Pathophysiology teaching strategies.Frontiers in medicine · 2026Article
- A Comparative Study on Case-Based Learning and Interactive Lectures in Otorhinolayngology on Pre-final MBBS Students.Indian journal of otolaryngology and head and neck surgery : official publication of the Association of Otolaryngologists of India · 2025Article
- Implementing the flipped classroom model to enhance knowledge retention in pharmacology: a local case study at Semmelweis university.BMC medical education · 2025Article
- The effect of interactive learning methods and reflection on nurses' learning in patient safety at the ICU and Emergency department.BMC health services research · 2025Article
- Effectiveness of case-based learning in comparison to alternate learning methods on learning competencies and student satisfaction among healthcare professional students: A systematic review.Journal of education and health promotion · 2025Review
- Pharmacology education in the medical curriculum: Challenges and opportunities for improvement.Pharmacology research & perspectives · 2024Review
- The role of combined problem-based learning (PBL) and case-based learning (CBL) teaching methodologies in dental education.Journal of education and health promotion · 2024Article
- Effectiveness of error-based active learning compared to conventional lecture-based method among undergraduate dental students: A randomized controlled trial.Journal of education and health promotion · 2024Article
- Article
- An exploration into the application of specialty-orientated CBL pedagogy in undergraduate teaching in pediatric surgery.Frontiers in pediatrics · 2022Article
- Comparison of Active Learning Techniques: Audience Response Questions Versus Small Group Discussion on Immediate- and Long-term Knowledge Gain.AEM education and training · 2021Article
- Effectiveness of Small Group Discussions for Teaching Specific Pharmacology Concepts.Medical science educator · 2020Article
- Article
- Medical Students' Perceptions of Peer Assessment in a Problem-based Learning Curriculum.Sultan Qaboos University medical journal · 2015Article
- Modified case based learning: Our experience with a new module for pharmacology undergraduate teaching.International journal of applied & basic medical research · 2014Article
- Case-based learning: A study to ascertain the effectiveness in enhancing the knowledge among interns of an Indian dental institute.Journal of Indian Prosthodontic SocietyArticle
- Comparing Case-Based and Lecture-Based Learning Methods in Pharmacology Teaching: Assessing Learning Outcomes, Memory Retention, and Student Satisfaction at the College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia.Journal of medical education and curricular developmentArticle
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Authors and funding
1 author.
Funding
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Abstract
objectivesThis study aimed to measure medical students' perceptions of incorporating small group case-based learning (CBL) in traditional pharmacology lectures.
methodsData were collected from third-year students (N = 68; 57% males, 43% females) at Al Quds University Medical School, Palestine. The students were offered a CBL-incorporated Pharmacology-2 course after they had been taught Pharmacology-1 in the traditional format during the preceding semester. Student attitudes towards the restructured course were examined by a self-administered structured questionnaire.
resultsThe majority of students thought that CBL was an effective learning tool for them (82%) and that it improved their learning skills (83%), independent learning skills (74%), analytical skills (70%), and their level of preparation for exams (75%). Most students reported that team discussions addressed lecture objectives (84%). Regarding cases discussed, most responders said that the cases were appropriate to the lecture topics (96%) and that the time allocated for case discussion was sufficient (86%). A large proportion of students thought that CBL improved their communication and collaborative skills (68% and 80%, respectively) and ability to work within a team (79%).
conclusionPharmacology-2 course restructuring led to a significant improvement of self-reported student satisfaction, motivation, and engagement.
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