Students Perception to Case Based Learning and Problem Based Learning in a Nursery College

Case based learning

Abstract

Background: PBL and CBL are described as favorable tools for medical profession. Therefore, it is necessary to know the feedback from those students who had CBL for two years undergraduate medical curriculum and were successively exposed to PBL. This study aimed at comparing CBL with PBL based on the perception of the students who observed this transition of learning methodologies in the medical curriculum.
Objective:Objective of the study was to explore the perceptions of the students ‘about Case base learning and problem base learning.
Study design: Cross sectional study. 
Setting:The study is carried out at the University of Lahore Pakistan which is organized by the Commission for Higher Education.
Duration: 4 months from September 2019 to December 2019.
Methodology:Students of MBBS department in The University of Lahore Pakistan was target population of this research study.
Results:The full response from 133 students was received. PBL was favored by eighty four percent of students over CBL (p<0.01). PBL enabled students dramatically to recognize knowledge gaps, develop their areas of weakness, manage time, make decisions, solve problems, use critical reasoning skills and interact with each other (p<0.01) relative to CBL It improved the ability to find online and library content. Students suggested that PBLs be time-consuming and that adequate facilitator training be provided in comparison with CBL. Both were convinced by the CBL education system led by PBL
Conclusion:The PBL was effective in terms of idea retention, critical reasoning and problem-solving strategies, but satisfied with the current educational system elucidated CBL's role in the first two years of undergraduate medical training in preparing students through controlled investigation and clinical scenarios presentation. Proper facilitator preparation will be a key point to enhance student learning by PBLs.