Implementation of structured case-based learning (cbl) modules in physiology for enhanced clinical integration in first-year mbbs students

Background

Physiology provides the foundation for clinical understanding, but first-year MBBS students may find it difficult to apply theoretical concepts to clinical situations. Case-Based Learning (CBL) offers an approach to connect basic physiological mechanisms with clinical problems. This study aimed to implement structured CBL modules and assess changes in students' learning and perceptions of students and faculty. Materials and Methods: A single-group, pre-test–post-test educational intervention was conducted over six months among first-year MBBS students. Eight structured CBL modules were implemented alongside conventional teaching. Of 100 enrolled students, 88 completed both assessments and were included in the paired analysis. Learning outcomes were assessed using 80 multiple-choice questions. Student and faculty perceptions were evaluated using structured questionnaires. Pre-test and post-test scores were compared using the paired t-test.