Das Sibadatta, Das Ashima, Rai Pinki, Kumar Naresh
Department of Physiology, Shaheed Hasan Khan Mewati Government Medical College, Nalhar, Haryana, India.
Department of Anatomy, Shaheed Hasan Khan Mewati Government Medical College, Nalhar, Haryana, India.
J Educ Health Promot. 2021 Oct 29;10:372. doi: 10.4103/jehp.jehp_1265_20. eCollection 2021.
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.
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. ≤ 0.05 was considered as statistically significant.
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.
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.
基于案例的学习（CBL）是一种既定的双向主动学习方法，学生在指导教师的指导下通过解决案例或问题来学习概念。在本研究中，通过行为分析评估了教师对实施这种教学方法的认知和接受程度。
这项横断面研究是通过2019年12月16日和17日在卡纳尔国家乳品研究所以及2020年3月1日在贝拿勒斯印度教大学举办的两个研讨会进行的。来自不同应用科学领域的54名教师参与其中。通过关于该方法实施的理论讲座和实践培训课程，让参与者深入了解这种教学工具。通过一组问卷比较课前和课后的回答，并使用SPSS 22版分析行为变化。P≤0.05被认为具有统计学意义。
尽管83%的教师认为主动学习优于传统教学，但只有31.5%的教师了解主动学习方法。96%的教师认为CBL是培养概念的更好方法，近81%的教师认为可以用更少的努力获得更多的学习成果。临床决策能力有显著提高。CBL作为一种教学工具的有效性的课前和课后平均得分分别为2.44±0.63和2.72±0.53。
CBL最初是一种以学生为中心的双峰学习中传授知识的模式。尽管存在许多阻碍，但教师对这种模式的接受度正在提高。
