International Research Journal of Engineering and Technology (IRJET) e-ISSN: 2395 -0056 Volume: 02 Issue: 02 | May-2015 www.irjet.net p-ISSN: 2395-0072 © 2015, IRJET.NET- All Rights Reserved Page 272 Evaluation of Case-Based Lectures for Teaching Medical Microbiology Nazish Fatima 1 , Mohammad Shameem 2 , Nabeela 3 , Haris M Khan 4 1 Assistant Professor, Department of Microbiology, Jawaharlal Nehru Medical College, U.P., India 2 Associate Professor, Department of TB and Respiratory, Jawaharlal Nehru Medical College, U.P., India 3 Research Assistant, Department of Microbiology, Jawaharlal Nehru Medical College, U.P., India 4 Professor, Department of Microbiology, Jawaharlal Nehru Medical College, U.P., India ---------------------------------------------------------------------***--------------------------------------------------------------------- Abstract - Routinely for teaching large number of students, didactic lecture (DL) is used which is a teacher centered process, promotes passive learning and fails to motivate the students. Case based lecture (CBL) is an interactive student centered approach and promotes active learning. Hence the present study was undertaken to assess whether CBL is an effective teaching tool for the Medical Microbiology and to evaluate students’ perception about this new methodology. This study was conducted at department of Microbiology, JNMC, AMU, Aligarh. 30 students from second year MBBS were included in the study. First students had conventional didactic lecture (topic- Mycobacterium tuberculosis).feedback regarding didactic lecture topic was taken. Next time, these 30 students were exposed to case based lecture (topic- Mycobacterium leprae). In the present study, same students participated in both the sessions. Students found CBL as a more effective tool for improving their learning, communication and analytical skills (99.9%, 99.9%, 99.6% respectively). Many students were (92.9%) neutral towards DL as regards clearance of their basic concepts. Indicating that case based lecture is an effective method in a large classroom setting than didactic lecture. To improve the outcome of didactic lecture and to promote active learning, CBL can be an effective teaching tool. Key Words: case based lecture, medical microbiology, active learning 1. INTRODUCTION: In medical education, there are various methodologies of teaching and learning each having its own advantages and disadvantages. Routinely for teaching large number of students, didactic lecture (DL) is used. It is a teacher centered process, promotes passive learning and fails to motivate the students. Therefore in last few decades; concept of active learning has evolved (Sprawls et al, 2008). Case based learning is an interactive, student centered approach and promotes active learning (Thistlethwaite et al, 2012). It engages students in discussion of clinical case that resembles real life situation and provides information such as history, physical findings and laboratory results (Williams et al, 2005). Students interact with each other and work together as a group to solve the case. The instructor’s role is that of facilitator. But this is a small group teaching method and requires large number of faculties. In medical microbiology, students learn about various microorganisms and factors that lead to disease. In reality, patients present with various signs and symptoms which has to be correlated with infectious agents and host’s response (Neal et al, 2012). In pure didactic lecture, this correlation is not possible. Incorporation of case in didactic lecture can solve this problem. Hence the present study was undertaken to assess whether interactive case-based lecture (CBL) is an effective teaching tool for the Medical Microbiology and to evaluate medical students’ perception about this new methodology.