Rizwan Hashim1, Naila Azam2, Mohsin Shafi1, Shameela Majeed1, Salman Ali1. 1. Department of Pathology, Army Medical College, Rawalpindi & National University of Sciences and Technology (NUST), Islamabad. 2. Armed Forces Post Graduate Medical Institute (AFPGMI), Rawalpindi.
Abstract
OBJECTIVE: To evaluate the perception of medical students regarding tutorial and case-based learning formats. METHODS: The within stage mixed model research was conducted at the Army Medical College, National University of Sciences and Technology, Islamabad, Pakistan, from April 2012 to March 2013, and comprised medical students of 4th year. Data-collection tool was a self-developed questionnaire, and it was statistically analysed using SPSS 16. RESULTS: Of the 144 students, 86(60%) were males. The overall age range was 21.5-23.4 years. Case-based learning method had significantly higher scores compared to tutorial method for learning process (p<0.001), for behavioural influence of facilitators (p<0.001), for group dynamics (p<0.001), and for learning environment (p<0.001). For open-ended questions regarding like or dislike of the two methods, majority named some faculty members as their role models and appreciated their support in better and in-depth learning through case-based learning format. CONCLUSIONS: Case-based learning format was significantly more appreciated and favoured as a learning strategy by students.
OBJECTIVE: To evaluate the perception of medical students regarding tutorial and case-based learning formats. METHODS: The within stage mixed model research was conducted at the Army Medical College, National University of Sciences and Technology, Islamabad, Pakistan, from April 2012 to March 2013, and comprised medical students of 4th year. Data-collection tool was a self-developed questionnaire, and it was statistically analysed using SPSS 16. RESULTS: Of the 144 students, 86(60%) were males. The overall age range was 21.5-23.4 years. Case-based learning method had significantly higher scores compared to tutorial method for learning process (p<0.001), for behavioural influence of facilitators (p<0.001), for group dynamics (p<0.001), and for learning environment (p<0.001). For open-ended questions regarding like or dislike of the two methods, majority named some faculty members as their role models and appreciated their support in better and in-depth learning through case-based learning format. CONCLUSIONS: Case-based learning format was significantly more appreciated and favoured as a learning strategy by students.
Keywords:
Case-based learning format, Tutorial-based learning format, Facilitator's role, Learning process.