A Comparative Study On Effectiveness Of Case Based Learning And Traditional Teaching Methods In Enhancing Learning Outcomes in Physiology Among I Year MBBS Students – A Cross Sectional Study

Abstract

Background: Case-Based Learning (CBL) is a student-centered teaching method that promotes active learning, critical thinking, and clinical reasoning. This study compared the effectiveness of CBL and Traditional Lecture-Based Teaching in enhancing learning outcomes in Physiology among first-year MBBS students. Materials and Methods: This cross-sectional comparative study was conducted among 240 first-year MBBS students in the Department of Physiology at S V Medical College. Students were divided into two groups of 120 each by simple randomization. Group A was taught using CBL, while Group B received Traditional Lecture-Based Teaching on the topic jaundice. Pre-test and post-test assessments consisting of MCQs and SAQs were conducted. Statistical analysis was performed using paired t-test and independent t-test. Results: Both groups showed significant improvement in post-test scores. In the CBL group, MCQ scores improved from 16.93 ± 2.21 to 19.51 ± 1.10 (p < 0.001), and SAQ scores improved from 7.04 ± 2.53 to 13.56 ± 2.32 (p < 0.001). In the traditional teaching group, MCQ scores improved from 17.31 ± 2.26 to 18.49 ± 1.91 (p < 0.05), while SAQ scores improved from 6.58 ± 2.48 to 10.46 ± 2.50 (p < 0.002). Greater improvement was observed in the CBL group. Conclusion: CBL was found to be more effective than traditional lecture-based teaching in improving comprehension, reasoning ability, and retention of knowledge among first-year MBBS students.