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      Case-based Learning: Our Experience in Clinical Pharmacology Teaching

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          A BSTRACT

          Majority of junior doctors struggle to apply the knowledge of pharmacology to prescribing drugs. A paradigm shift in teaching of clinical pharmacology is the need of the hour in medical curriculum. One of the ways to enhance the teaching of clinical pharmacology is to develop and conduct case-based learning for MBBS students instead of didactic lecturing. Case-based learning session can bridge the gap between theory and practice. Case-based learning provides hands-on training in a classroom setting. We tried to develop and conduct case-based learning for year two medical students and evaluated their response via the Dundee Ready Education Environment Measure questionnaire. Majority of our students enjoyed learning clinical pharmacology through case-based learning. Case-based learning also provided students the opportunity to embrace the principles of problem solving, critical thinking, and lifelong learning. It helped students to amalgamate the concept of development of P drug list with rationale prescribing habits. Majority of our students also agreed that they understood the content of the subject taught in the session.

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          Most cited references 9

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          Case based learning: a method for better understanding of biochemistry in medical students.

          Health professionals need to develop analytic and diagnostic thinking skills and not just a mere accumulation of large amount of facts. Hence, Case Based Learning (CBL) has been used in the medical curriculum for this reason, so that the students are exposed to the real medical problems, which helps them in develop analysing abilities. This also helps them in interpreting and solving the problems and in the course of doing this, they develop interest. In addition to didactic lectures, CBL was used as a learning method.
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            Attitudes of faculty and students toward case-based learning in the third-year obstetrics and gynecology clerkship.

            This study was undertaken to compare the attitudes of faculty and medical students toward case-based learning and lecture format during the obstetrics and gynecology clerkship. For this prospective comparative study, student presentations were alternately assigned to traditional lecture- or case-based format every 6 weeks. Presentations were made to other students and a single faculty. A total of 31 faculty members, 30 student presenters, and 122 student participants completed evaluations. Teaching methods were compared. RESULTS Faculty members favored lecture format over case-based learning for "attentiveness and interaction of the group" (3.9 vs 4.5, P < .018) and for "meeting the objectives" (3.7 vs 4.5, P < .002). Student participants favored case-based learning in "understanding the relationship between knowledge and clinical practice" (4.34 vs 4.06, P < .05) and "enjoyed" (4.34 vs 3.90, P < .008). Student presenters showed no differences between groups. Faculty favored lecture format whereas student participants favored a case-based presentation. Student presenters were comfortable with both formats.
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              Development and validation of the Dundee ready education environment measure (DREEM).

               S Roff,  S Mcaleer,  RM HARDEN (1997)
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                Author and article information

                Journal
                J Pharm Bioallied Sci
                J Pharm Bioallied Sci
                JPBS
                Journal of Pharmacy & Bioallied Sciences
                Wolters Kluwer - Medknow (India )
                0976-4879
                0975-7406
                Apr-Jun 2019
                : 11
                : 2
                : 187-189
                Affiliations
                Department of Pharmacology, School of Medicine, Taylor’s University, Kuala Lumpur, Malaysia
                [1 ]Department of Public Health, School of Medicine, Taylor’s University, Kuala Lumpur, Malaysia
                Author notes
                Address for correspondence: Dr. Ameya A. Hasamnis, Department of Pharmacology, School of Medicine, Faculty of Health and Medical Sciences, Taylor’s University, Malaysia. E-mail: AmeyaAshok.Hasamnis@ 123456taylors.edu.my
                JPBS-11-187
                10.4103/jpbs.JPBS_135_18
                6537637
                Copyright: © 2019 Journal of Pharmacy and Bioallied Sciences

                This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms.

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