Background: Implementing case-based learning (CBL) in the Integrated Modular Curriculum has proved a great efficiency in teaching medical students. We aim to develop and validate a customized model of CBL to integrate disciplines while meeting the requirements of our national academic reference standards. Phase I medical students reflection is presented.
Methods: In this retrospective cross-sectional study, we present our experience in introducing CBL in a hybrid mixed model of teaching the pathology course to phase I, first batch (2016-2022) students. The data are collected from feedback questionnaires, the CBL implemented in the teaching of the pathology course is compared to the other implemented methods (didactic lectures, students presentations, PBL, and skillslabs), in the integrated modules. Also, a focus group has been conducted to receive the students reflection and suggestions for improvement.
Results: Students satisfaction with CBL was the highest among all the teaching methods of the modules and other learning modalities with a mean of 4.770.46. Results were statistically significant (< 0.001).
Conclusion: Most of the students declared that the customized CBL model is a convenient tool to be used in the Integrated Modular Curricula. Satisfaction is superior to that of didactic lectures and even other interactive teaching methods.