The impact of small group case-based learning on traditional pharmacology teaching

Abstract EN

Objectives : this study aimed to measure medical students’ perceptions of incorporating small group case-based learning (CBL) in traditional pharmacology lectures.

Methods : data were collected from third-year students (N = 68; 57 % males, 43 % females) at Al Quds University Medical School, Palestine.

The students were offered a CBL-incorporated Pharmacology-2 course after they had been taught Pharmacology-1 in the traditional format during the preceding semester.

Student attitudes towards the restructured course were examined by a self-administered structured questionnaire.

Results : the majority of students thought that CBL was an effective learning tool for them (82 %) and that it improved their learning skills (83 %), independent learning skills (74 %), analytical skills (70 %), and their level of preparation for exams (75 %).

Most students reported that team discussions addressed lecture objectives (84 %).

Regarding cases discussed, most responders said that the cases were appropriate to the lecture topics (96 %) and that the time allocated for case discussion was sufficient (86 %).

A large proportion of students thought that CBL improved their communication and collaborative skills (68 % and 80 %, respectively) and ability to work within a team (79 %).

Conclusion : pharmacology-2 course restructuring led to a significant improvement of self-reported student satisfaction, motivation, and engagement.