Main Article Content
Introduction: Clinical teaching is a complex entity that poses many challenges to medical educators. During the COVID-19 pandemic, medical education saw a major shift towards online pedagogical methods which led to a significant query regarding their effectiveness. In order to ensure effective clinical teaching, case-based learning was adopted as the major educational tool in most Institutes. However, not much data is available regarding the effectiveness and student perceptions about such online case-based learning.
Objective: The objective of the study is to explore and analyze perceptions of medical students regarding the effectiveness of case-based learning and how does this perception compare with similar studies done for face-to-face case-based learning.
Method: The qualitative explorative research design was used to explore the perceptions of 21 medical graduates who had attended online case-based learning sessions during 8 weeks of their clerkship in Gynecology and Obstetrics. The study was conducted at The University of Lahore from June 2021 to August 2021. Sampling was done through purposive, non-probability sampling. Participants underwent Semi-structured interviews, that were audio-taped and manually transcribed. Thematic analysis was done using the constant comparative method through open and axial coding.
Results: Findings from the participants’ responses converged on three main themes, through which case-based learning helps students. Students reported that online case-based learning provided them with “Cognitive Avails”, helped them with providing“Efficient Patient Care” and created an enhanced “Sense of Commiseration”.
Conclusion: This study provides evidence that the online case-based learning sessions were perceived to be equally effective as face-to-face case-based learning by students. In light of the study findings, it is concluded that well-constructed and interesting clinical cases can be efficiently delivered online and can result in achieving desired learning objectives by students.
KEYWORDS: Online learning, case-based learning, Perception, Medical Students