KNOWLEDGE AND IMPACT OF CASE-BASED LEARNING ON THE ACADEMIC PERFORMANCE OF UNIVERSITY STUDENTS
Keywords:
Case-Based Learning, Medical Education, Academic Performance, Clinical Reasoning, Student Satisfaction, Active Learning StrategiesAbstract
OBJECTIVE: The main objective of this study was to assess the impact of Case-Based Learning (CBL) as an instructional approach in fostering academic achievement, strengthening clinical reasoning abilities, and promoting active learning engagement among medical students at Liaquat University of Medical & Health Sciences (LUMHS), Jamshoro.
METHODOLOGY: A cross-sectional analytical survey was conducted among 134 male undergraduate medical students at LUMHS, Jamshoro, selected through simple random sampling. Following informed consent, data were collected via a structured Google Form and analyzed using SPSS version 20.
RESULTS: A total of 134 medical students, predominantly aged between 15 and 30 years, participated in the study. The majority (64.18%) demonstrated moderate awareness of Case-Based Learning (CBL), while 14.93% and 11.94% reported high and very high awareness, respectively. Only 8.96% indicated poor or very poor awareness. Regarding academic impact, 50.75% of students agreed and 29.85% strongly agreed that CBL improved their academic performance, whereas 16.42% remained neutral and 2.99% disagreed. Overall, 94.03% of respondents expressed satisfaction with the CBL approach, with satisfaction notably higher among those with greater exposure to CBL sessions. These findings highlight a strongly positive perception and acceptance of CBL as an effective learning strategy among medical students.
CONCLUSION: Medical students viewed Case-Based Learning positively, recognizing its value in improving academic performance and clinical reasoning. Broader curricular integration and faculty training are essential to maximize its impact, fostering competent, analytical, and practice-ready future physicians.
