Innovations in Case-Based Learning to Enhance Clinical Reasoning among Graduate Students: A Mixed-Methods Study Case Based Learning for Graduate Students
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Abstract
Objective: This study evaluated the effectiveness of innovations in Case-Based Sessions (CBS) in bridging the theory-practice gap, promoting application of knowledge, and enhancing clinical reasoning among MPhil.
Methods: It was a pilot study which involved a mixed-method exploratory approach; conducted from August 2024 to January 2025 involved 5 MPhil students and 3 facilitators in the Endocrine and Reproductive Sciences course. CBS followed a flipped classroom model, including pre-reading, in-class case discussions, and post-class study questions as a case-based assignment. Thematic analysis was done after focus group discussions (FGD) with students, survey responses and reflections from facilitators were also acquired.
Results: The quantitative data revealed relevance of pre reading material, engagement of students during interactive discussions and enhanced ability to solve short-answer questions. Theme ‘Case-Based Learning Experience and Structure’ recognized usefulness of CBS that significantly enhanced application of theoretical knowledge with ‘impact on their critical thinking and clinical reasoning skills’. The availability of valuable diverse resources was endorsed in; “Resource Exploration”. Faculty observed that CBS helped in better integration of clinical and basic sciences with greater engagement of students.
Conclusion: The sessions on clinical cases bridged the gap from theory to practice by integrating basic science knowledge with application in clinical practice. CBS enhanced clinical reasoning and critical thinking abilities and improved engagement of students in Endocrine & Reproductive Science course for MPhil students in BBS
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