IMPLEMENTATION OF STRUCTURED CASE-BASED LEARNING (CBL) MODULES IN PHYSIOLOGY FOR ENHANCED CLINICAL INTEGRATION IN FIRST-YEAR MBBS STUDENTS

Abstract

Background: Physiology provides the foundation for clinical understanding, but first-year MBBS students may find it difficult to apply theoretical concepts to clinical situations. Case-Based Learning (CBL) offers an approach to connect basic physiological mechanisms with clinical problems. This study aimed to implement structured CBL modules and assess changes in students' learning and perceptions of students and faculty. Materials and Methods: A single-group, pre-test–post-test educational intervention was conducted over six months among first-year MBBS students. Eight structured CBL modules were implemented alongside conventional teaching. Of 100 enrolled students, 88 completed both assessments and were included in the paired analysis. Learning outcomes were assessed using 80 multiple-choice questions. Student and faculty perceptions were evaluated using structured questionnaires. Pre-test and post-test scores were compared using the paired t-test. Results: The mean score increased from 43.58 ± 8.64 in the pre-test to 66.89 ± 8.30 in the post-test, with a mean improvement of 23.31 ± 2.03 marks (P < 0.001). Significant improvements were observed across all eight modules. After the intervention, 65 students (73.86%) achieved the very good knowledge category. Mean student and faculty perception scores were 46.31 ± 1.76 out of 50 and 36.50 ± 1.29 out of 40, respectively. Conclusion: Structured CBL was associated with improved assessment scores and favourable perceptions among students and faculty. It may supplement conventional Physiology teaching, although controlled studies are needed to establish its independent effectiveness.