ArticleJournal of family medicine and primary care2022
Comparative study between "case-based learning" and "flipped Classroom" for teaching clinical and applied aspects of physiology in "competency-based UG curriculum".
Article in Journal of family medicine and primary care, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
3 citing papers in PubMed.
- Research on the application of CBL combined with BOPPPS teaching mode in oral and maxillofacial surgery teaching: a randomized controlled study.Scientific reports · 2024Trial
- Flipped classroom showdown: game-based vs. case-based learning in pharmacy education.BMC medical education · 2026Article
- Application of flipped classroom combined with case-based learning in Introduction to Environmental Health Science.Frontiers in public health · 2023Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: The new curriculum is competency-based and revised. The student must be imparted and should have learned these competencies. New teaching-learning methods such as "Case-based learning (CBL)" and "Flipped classroom (FCR)" can help medical students to be competent Indian medical graduates. Aims and Objectives: This study was aimed to evaluate the effectiveness of "CBL" over "FCR" for teaching clinical and applied aspects of physiology. Materials and Methods: Faculty and residents of the department of physiology and first-year MBBS students were introduced and oriented to the study and concept of CBL and FCR. Students were divided into two groups; one was taught clinical and applied aspects of cardiovascular physiology by CBL and another group by FCR. Pre- and post-test with a validated questionnaire were conducted for both groups. Feedback from the students was collected on 5-point Likert's scale and the marks obtained by them were analyzed statistically by paired Results: Both CBL and FCR improved the post-test marks significantly when compared to pre-test marks ( Conclusion: CBL and FCR both are equally important and complementary to each other. CBL was found to be slightly more effective for later days of clinical practices, whereas FCR slightly more effective for better performance in university examinations.
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Registered trials
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