Case-based Learning in Obstetric Hemorrhagic Emergencies

Abstract

Abstract Background: Our institution’s obstetrics and gynecology course for final-year students traditionally relied solely on theoretical lectures. To bridge the gap between theory and real-world scenarios, we implemented case-based learning (CBL) that incorporates case discussions and other practical activities. This study aimed to assess the impact of these changes on students’ performance and perceptions of their learning experience. Materials and Methods: CBL was introduced for the teaching of a final year students about atonic postpartum hemorrhage. Comparisons were made with the two groups of the same batch. The students were assessed for the content retention and analytical skills. Students and faculty members were asked to rate their satisfaction with the teaching program. Results: The mean pretest score for the MCQs improved from 5 to 7.52–7.89, showing an improved content retention in both the groups. The mean score for analytical skills in CBL group was 7.96 as compared to 4.5 in the lecture group. Conclusion: CBL is helpful in improving the analytical skills of the undergraduate medical students.