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PAFMJ. 2015; 63(3): 415-419


Muhammad Alamgir Khan, Khadija Qamar, Sabeen Khalid, Haroon Javed, Maham Malik, Abdullah Gondal, Haider Zafar, Ayesha Shoaib, Rabeea Aman, Afra Khan, Ali Zain UlAbideen, Azfar Bilal, Faisal Imtiaz.

Objective: To compare case based learning with conventional teaching from student’s perspective.
Study Design: Cross sectional comparative study.
Place and Duration of Study: Army Medical College, Rawalpindi from May 2012 to November 2012.
Material and Methods: A closed ended self-administered questionnaire with twelve questions was prepared and distributed to 427 students of 2nd to final year MBBS classes. The responses to the questions were dichotomous either in favour of case based learning or conventional teaching. It included both the genders and all the categories of students from 17 to 23 years of age. Duly filled questionnaires were returned by 397 respondents which were included in the study. Univariate analysis of each question was performed by applying Binomial exact test. Reliability was determined through internal consistency by applying Cronbach's alpha test.
Results: A total of 294 (74%) male and 103 (26%) female students with mean age of 19.83 ± 1.41 years participated in the study. Difference in frequency of respondents was significant for all the questions (p-value < 0.05) except question number 1 and 2. Value of Cronbach’s alpha was 0.83 showing high reliability.
Conclusion: Case based learning is a preferred instructional strategy as compared to conventional teaching from students’ perspective.

Key words: Case based learning, Critical thinking, Didactic lecturing, Problem based learning.

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