Opinion and Feedback of Students and Faculty Regarding Case-Based Learning as Small Group Teaching in Pharmacology

Abstract

Introduction: In recent years, small-group teaching has achieved popularity in medical education and is considered as effective for encouraging active and deep learning. Case-based learning (CBL) could be a valuable tool as small group teaching method in pharmacology at undergraduate level. Fostering of development of clinical reasoning, self-directed learning, critical thinking, problem-solving and decision-making skills are the major advantages of CBL, and all these leads to higher-level learning outcomes. As investment of more time is required for preparedness and conduction of CBL sessions, firm commitment of learners and educators is the key for successful incorporation of this teaching methodology in medical science. Objective: To evaluate the opinion and feedback of medical students and faculty regarding CBL as small group teaching in pharmacology. Materials and Methods: This qualitative study was conducted in 02 medical colleges (Army Medical College Bogura and BGC Trust Medical College) of Bangladesh from January 2024 to December 2024. Undergraduate medical students (3^rd year and 4^th year) of selected medical colleges were included as study population. Total 259 medical students and 12 faculty members of Department of Pharmacology & Therapeutics participated in this study. Each student participated one CBL session. After the CBL session, opinion and feedback of 3^rd and 4^th year students regarding the session was evaluated through a feedback questionnaire. Opinion and feedback of faculty members who conducted CBL sessions regarding CBL was done with a structured questionnaire. Result: Most of the students strongly agreed that CBL improved their understanding of pharmacology and learning skill along with the ability to apply basic sciences knowledge in clinical context. Participants expressed their agreement in terms of their progress in retention of information, analytical skill, problem solving ability as well as communication skill. Both faculty and teacher were positive regarding motivation, engagement, enjoyment and active learning environment offered by CBL. More time, preparations, efforts and faculty are needed for successful conduction of CBL sessions were expressed by participants. Both teachers and students were positive to adopt other topics of pharmacology in CBL (mean score: 4.17± 2.2 and 4.12 ±0.8). Most of the students (mean score: 4.12 ±0.7) felt that CBL session can be introduced as a new teaching–learning method in pharmacology. More positive attitude towards CBL was observed among 3^rd year students in comparison with 4^th year students in all questions. Conclusion: Case-based learning was positively received by both students and faculty, enhancing understanding, problem-solving, and clinical application of pharmacology. Despite requiring greater preparation and resources, CBL is viewed as an effective and engaging method that can be adopted more widely in undergraduate pharmacology teaching.

BJME: Vol.-17, Issue-02, July, 2026: 76-93