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BACKGROUND: Case-based learning (CBL) is an established bidirectional active learning approach where students learn concepts by solving cases or problems under the guidance of a facilitator. In the present study, the awareness and acceptance level of faculties to implement this method of teaching were assessed by behavioral analysis. MATERIALS AND METHODS: This cross-sectional study was done through two workshops organized at NDRI Karnal on December 16 and 17, 2019, and BHU Varanasi on March 1, 2020. Fifty-four faculties from different applied sciences participated. The participants were given an insight into this teaching tool through didactic lecture and hands-on training session about implementation of this method. Pre and post- session responses were compared through a set of questionnaires and the behavioral change was analyzed by using SPSS version 22. P ≤ 0.05 was considered as statistically significant. RESULTS: Only 31.5% faculties were aware of the active learning methods though 83% agreed that active learning is better than conventional teaching. 96% agreed that CBL is a better way to develop concepts and nearly 81% agreed that more learning could be done with lesser efforts. The clinical decision-making improve significantly. Pre and post-session mean scores of effectiveness of CBL as a teaching tool were 2.44 ± 0.63 and 2.72 ± 0.53, respectively. CONCLUSION: CBL originally is a mode of imparting knowledge in a student-centric bimodal learning. Acceptance to the mode is increasing among faculties despite of many deterrents.
Das et al. (Fri,) studied this question.