ArticleBMC medical education2025
Perception of case-based collaborative learning in pathology through panel discussion using concept mapping: a quasi-experimental crossover study in phase II MBBS students.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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5 authors.
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Abstract
backgroundTraditional lecture-based teaching in pathology often results in passive learning with limited clinical relevance. The competency-based medical education (CBME) curriculum emphasizes active, integrated learning. To address this, case-based panel discussion with concept mapping (CBPD-CM) was introduced to improve student engagement, conceptual clarity, and application of knowledge. This study aimed to evaluate the impact of case-based panel discussions using concept mapping on learning outcomes in pathology and gathered student and faculty perceptions. METHODOLOGY: A quasi experimental crossover study was conducted among 121 Phase II MBBS students. Two pathology topics were delivered via either didactic lectures (DLs) or CBPD-CM, with groups crossing over in the second phase. Knowledge acquisition was assessed through pre- and post-tests using paired t-tests. Student perceptions were collected using a validated Likert-scale questionnaire (Cronbach’s α = 0.8638), and faculty feedback was also obtained.
resultsPosttest scores significantly improved in both groups, with CBPD-CM students showing superior performance (p < 0.0001). Over 72% of the students preferred CBPD-CM, highlighting improved concept clarity, active participation, and critical thinking. A total of 83.33% of the faculty also supported its use for promoting engagement, bridging learning gaps with improved time management and also 50% also felt it decreased the faculty workload. Compared with DL, CBPD-CM led to better knowledge retention.Concept mapping helps students to visualize and connect theoretical knowledge with clinical applications.
conclusionCBPD-CM offers an effective, learner-centered approach in pathology education, enhancing integration, critical thinking, and knowledge retention. Its incorporation into the medical curriculum may strengthen active learning and serve as a model for innovative teaching strategies.
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