Assessment of Student’s Learning and Perception towards Case-based Learning Supplemented with Laboratory Reports in Biochemistry: A Cross-sectional Study

Introduction: Case-based Learning (CBL) is found to be one of the best approaches to promote students’ learning in Clinical Biochemistry which help them to understand clinical diseases. Moreover, exposure of interpreting Laboratory Reports (LR) in CBL session helps students in learning clinical diagnosis, treatment and prognosis of disease. Aim: To assess students’ learning and perception towards CBL supplemented with LR in Biochemistry and also to compare the performance of students with pretest and post-test on a topic taught by Didactic Lecture (DL) and CBL supplemented with LR. Materials and Methods: This cross-sectional study was conducted at Biochemistry Department, Smt. B. K. Shah Medical College and Research Centre, Sumandeep Vidyapeeth, Vadodara, Gujarat, India from November 2019 to April 2020, after prior permission of Institutional Ethics Committee. Total 60 first year Bachelor of Medicine and Bachelor of Surgery (MBBS) students were enrolled voluntarily and were divided into two groups: Group A (30) and Group B (30) by lottery method. The study process included pretest for all students, DL session for group A and CBL supplemented with LR session for group B on selected topic followed by the post-test after one week. Crossover was done in which group B was exposed to DL and group A was exposed to CBL supplemented with LR. Perception of both groups about CBL supplemented with LR was taken by prevalidated questionnaire based on five-point Likert scale. Data were analysed by Paired and unpaired (independent) t-test. Results: Total 59 students attended teaching sessions, submitted pre and post-test and gave feedback (Response Rate was 98.33%). Out of 59, 24 were males and 35 were females. Statistically significant difference was observed in pre and posttests performance of students for topics taught by CBL with LR method than DL (p<0.0001). All (100%) students felt that CBL supplemented with LR method was very helpful, interesting and improved their interpretation skills. Conclusion: CBL supplemented with LR proved to be a very good student-centric teaching-learning tool in Biochemistry as compared to DL method. Students who were exposed to CBL supplemented with LR had better understanding of Biochemistry and performed better in post-test than those who were exposed to DL method.