ArticleInternational journal of applied & basic medical research2014
Modified case based learning: Our experience with a new module for pharmacology undergraduate teaching.
Article in International journal of applied & basic medical research, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers.
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Who cites it
15 citing papers in PubMed.
- Standardizing pharmacology education in a systems-based curriculum: a longitudinal, multicampus innovations model.Frontiers in pharmacology · 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
- Effectiveness of multiple teaching methods in standardized training of internal medicine residents in China: a network meta-analysis.BMC medical education · 2025Article
- Pharmacology education in the medical curriculum: Challenges and opportunities for improvement.Pharmacology research & perspectives · 2024Review
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- Multidimensional evaluation of teaching strategies for pharmacology based on a comprehensive analysis involving 21,269 students.Frontiers in pharmacology · 2023Article
- Article
- The Application of a Case-Based Social Media-Assisted Teaching Method in Cariology Education：Comparative Study.Journal of medical Internet research · 2021Article
- A nationwide cross-sectional survey of student experiential practice at community pharmacies in South Korea.BMC medical education · 2019Article
- Promotion of higher order of cognition in undergraduate medical students using case-based approach.Journal of education and health promotion · 2017Article
- Antimicrobial knowledge and confidence amongst final year medical students in Australia.PloS one · 2017Article
- Effectiveness of modified seminars as a teaching-learning method in pharmacology.International journal of applied & basic medical researchArticle
- Case-based Learning: Our Experience in Clinical Pharmacology Teaching.Journal of pharmacy & bioallied sciencesArticle
- Case-Based Learning as an Effective Tool in Teaching Pharmacology to Undergraduate Medical Students in a Large Group Setting.Journal of medical education and curricular developmentArticle
- Knowledge, attitude and perception of medical and dental undergraduates about antimicrobial stewardship.Indian journal of pharmacologyArticle
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Authors and funding
3 authors.
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No grant is acknowledged in the PubMed record.
Abstract
objectiveThe undergraduate teaching in pharmacology has always been a challenging task for medical teachers. Traditional lecture format is monotonous and a passive way of learning. There is a need to shift the educational focus from content centered to case based. In an effort to create interest and further improve the student learning, we have introduced simulated bedside teaching sessions as case based learning (CBL) module (modified CBL-[mCBL]) for 2(nd) professional MBBS students. MATERIALS AND
methodsA case scenario of a clinical disease condition was prepared in consultation with a clinician. During the session, the case was presented along with discussion on the disease process, its management and rational drug use. Students were encouraged to participate actively. After the session, students were requested to fill the feedback questionnaire anonymously (both open-ended questions and responses on Likert scale).
resultsAccording to the students, factors such as clinical orientation, interactivity and re-enforcement of important points helped them to learn better. Majority of the students (76.09%) found the sessions to be better than theory lectures and tutorials. The fact that the interactive component of departmental feedback (taken at the institutional level) has improved during the last 2 years could be attributed to the introduction of these sessions.
conclusionmCBL (in the presence of departmental faculty and concerned clinician) is a good method of integrating pharmacology with clinical subjects. To make such sessions more reliable, the next planned step is to assess the knowledge gained by the students during such sessions in the future.
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