Res Dev Med Educ. 2021;10: 12.
doi: 10.34172/rdme.2021.012
  Abstract View: 771
  PDF Download: 412

Original Research

Design, Implementation and Evaluation of Student-centric learning in Physiology

Shivayogappa. S. Teli 1* ORCID logo, M. Senthilvelou 2 ORCID logo, K. Soundariya 1 ORCID logo, Deepika Velusami 1 ORCID logo, Senthamil selvi. K 1 ORCID logo, Mangani Mangalavalli. S 1 ORCID logo

1 Department of Physiology, Sri Manakula Vinayagar Medical College and Hospital, Pondicherry University, Puducherry, India
2 Department of Physiology, All India Institute of Medical Sciences (AIIMS), Mangalagiri, Andhra Pradesh, India
*Corresponding Author: Email: shivateli222@yahoo.com


Background: The quality of teaching and learning in health education determines the competency of doctors produced and ultimately the patient care. Realizing the necessity of active learning at the undergraduate level, curricular reforms are crucial to ensure that students play an active role in their learning process and absorb the prerequisite qualities of a competent health professional. The current study aimed to implement and evaluate case-based learning in a physiology curriculum.

Methods: The study included 150 first-year MBBS students using a mixed methods research design. A short lecture on anemia was followed by two sessions of case-based learning with a gap of one week. A structured questionnaire usinga 5-point Likert scale was used to collect students’ perceptions. The internal consistency of the questionnaire had a Cronbach’s alpha of 0.8. Faculty feedback was collected using a Focus Group Discussion.

Results: Of 145 participants, 117 provided feedback. Students perceived that the case-based learning method promoted meaningful learning (83%); helped in the future application of knowledge (81%);helped to understand physiology concepts better (72%); improved studentteacher relationships (72%); was effective in understanding the anemia topic (71%); led to the development of problem-solving abilities (70%); encouraged teamwork (69%); motivated selfdirected learning (66%); and improved communication skills (65%). Faculty members suggested developing an assessment plan for future case-based learning sessions.

Conclusion: According to student and faculty feedback, case-based learning is an effective, active teaching-learning tool that improves students’ understanding of basic concepts, clinical knowledge, problem-solving abilities, teamwork, communication skills, student-teacher relationship, and self-directed learning.

First Name
Last Name
Email Address
Security code

Abstract View: 771

Your browser does not support the canvas element.

PDF Download: 412

Your browser does not support the canvas element.

Submitted: 05 May 2021
Revision: 08 Jun 2021
Accepted: 13 Jun 2021
ePublished: 06 Jul 2021
EndNote EndNote

(Enw Format - Win & Mac)

BibTeX BibTeX

(Bib Format - Win & Mac)

Bookends Bookends

(Ris Format - Mac only)

EasyBib EasyBib

(Ris Format - Win & Mac)

Medlars Medlars

(Txt Format - Win & Mac)

Mendeley Web Mendeley Web
Mendeley Mendeley

(Ris Format - Win & Mac)

Papers Papers

(Ris Format - Win & Mac)

ProCite ProCite

(Ris Format - Win & Mac)

Reference Manager Reference Manager

(Ris Format - Win only)

Refworks Refworks

(Refworks Format - Win & Mac)

Zotero Zotero

(Ris Format - Firefox Plugin)