ArticleCureus2025
Case-Based Learning in Clinical Biochemistry: Performance and Perception of MBBS Phase-I Students in Chhindwara Institute of Medical Sciences, Chhindwara, Madhya Pradesh, India.
Article in Cureus, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- A study of the effectiveness of the BOPPPS model combined with FC-CBL in the standardized training of general medicine residents.Frontiers in public health · 2026Trial
- Effect of case-based learning biochemistry among first-year medical students.Bioinformation · 2026Article
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Authors and funding
6 authors.
Funding
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Abstract
Background Medical education is shifting from traditional lectures to interactive strategies that emphasize clinical application. Case-based learning (CBL) uses structured clinical scenarios to promote active learning and reasoning. This study evaluated the effect of CBL on performance and perception of undergraduate medical students in clinical biochemistry. Methodology A comparative cross-over quasi-experimental study was conducted among 100 MBBS Phase-I students (n=50 per group) at Chhindwara Institute of Medical Sciences. Two biochemistry topics were taught in a crossover design using traditional lectures (TL) and CBL. Student performance was assessed by two 50-mark tests, and feedback was collected through a 10-item questionnaire. Data are presented as mean ± SD or n (%). Paired t-tests were used for score comparisons, with p<0.05 considered significant. Results In Test 1, students exposed to CBL scored higher (37.9 ± 5.1) than those receiving TL (31.2 ± 4.3; t = 7.09, df = 98, p<0.00001). In Test 2, after crossover, CBL again outperformed TL (38.0 ± 4.7 vs 29.8 ± 3.6; t = 9.86, df = 98, p<0.00001). Feedback revealed that 88/100 (88%) of students reported improved application of biochemistry in clinical practice, 84/100 (84%) endorsed enhanced recall of clinically relevant points, and 90/100 (90%) supported introducing CBL in year one. Non-response rates were <10% across all items. Conclusion CBL significantly improved both academic performance and student satisfaction compared with TL. Its consistent benefit across two modules, supported by positive student perceptions, underscores its value for bridging theoretical knowledge with clinical application. Incorporating CBL into undergraduate curricula may strengthen conceptual learning and clinical preparedness.
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