INCORPORATING CLINICAL CASE SCENARIOS IN INTEGRATED TEACHING FOR FIRST-YEAR MBBS STUDENTS
Srabani Bhattacharya, Rupali Gajare*, Sundaram Kartikeyan and Sandhya Khadse
This comparative, before-and-after study (without controls) was conducted at Rajiv Gandhi Medical College, Kalwa, Thane, Maharashtra State, India on two batches of first-year MBBS students to compare the scores obtained by two batches of first-year MBBS students after didactic lectures (“pre-test score”) with that obtained after an educational intervention that combined integrated teaching with clinical case scenarios (“post-test score”) to facilitate future changes in educational interventions. The outcome studied was the difference in cognitive domain scores after didactic lectures (by a pre-test) and after integrated teaching with clinical case scenarios (by a post-test). The inter-batch differences in scores were highly significant (p<0.0001) and the differences in pre-and post-test scores were also highly significant (p<0.0001). The gender differences in scores were not significant for both batches of first-year students. Integrated teaching with clinical case scenarios can boost the scores of students. Despite time constraints in the teaching schedule for the first-year MBBS course, integrated teaching with clinical case scenarios can be implemented to provide early clinical exposure.
Keywords: Clinical case scenarios, Integrated teaching, MBBS.
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