Evaluating Case-Based Learning in Physiology: A Study at Indus Medical College

Abstract

Case-Based Learning (CBL) is increasingly recognized as an effective student-centered pedagogical approach in medical education. While international studies report its benefits in enhancing engagement, clinical reasoning, and long-term retention, its implementation and evaluation in Pakistani institutions remain limited. This study aimed to evaluate the impact of CBL on students’ understanding of physiology, satisfaction levels, and development of clinical reasoning skills at Indus Medical College. A cross-sectional, survey-based study was conducted in the Physiology Department at Indus Medical College between January 1 and February 15, 2025. A total of 210 MBBS students (1st and 2nd year) and 10 faculty members involved in CBL sessions participated. Data were collected through structured questionnaires and interviews, analyzed using SPSS v26, and expressed in terms of descriptive statistics with p < 0.05 considered significant. Among students, 92% strongly agreed that CBL enhanced topic comprehension, 89% felt it bridged theoretical and clinical knowledge, and 95% preferred it over traditional teaching. Teachers also reported high satisfaction, with 90% agreeing that CBL improved teaching effectiveness and student engagement. However, both groups noted areas for improvement in scenario realism and professional reasoning development. The study confirms that CBL significantly improves physiology learning, student satisfaction, and early clinical reasoning skills. Institutional integration of well-designed CBL modules can strengthen basic medical science teaching and foster clinical competence in future healthcare professionals.