Publications

ABSTRACTBackground:Activestudentcentredlearningistheneedofthehour.ObjectivesbeingtocomparethedifferenceintheposttestscoresbetweenstudentsexposedtoCase based learning (CBL) andMultiple choice questions (MCQ) (learningtool)duringtutorialsinPharmacologyfor2ndMBBSstudents.Tounderstandtheperceptionofstudentsregardingteachinglearningtoolsusedinthestudy.Methods:Thiswasamixedmethodsstudy.Sixtyeightstudentsweredividedinto2groups.HypertensionandanginawasdiscussedasCBLforGroup1andasMCQ(Learningtool)forGroup2.Oneweeklater,crossoverwasdone,ThyroidandDiabeteswasdiscussedasMCQforGroup1andasCBLforGroup2.Post-testMCQ,prevalidatedquestions(Likertscale)andopenendedquestions(qualitative)weredistributed.StatisticalAnalysis:Differenceintheposttestscoresinboththegroupswasanalyzedusingindependentsamplettest.Results:TherewasnosignificantdifferenceinposttestscoresbetweenCBLandMCQgroups.Questionnaireanalysissuggestedthatboththemethodsprovokedself-learning(45%).Thematicanalysisdemonstratedthepositiveexperienceslikemotivatedself-learning,clinicalapplication,betterunderstandingthantheoryclassesanddrawbacksbeingtimeconsumingandfearofpresentation.Conclusions:Sincethestudyincludedbothqualitativeandquantitativeanalysis,theresultscanbeelucidatedcomprehensively.ThisstudyimpliesthatCBLandMCQareeffectiveandcanbeimplementedintothecurriculumofPharmacology.Thisstudycanserveasanevidencetoincorporatethesetoolsinthecurriculum