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K.Meena Anand Kukkamalla

K Meena Anand, Mnaipal College of Dental Sciences, India

Title: Introducing Case Based Learning (CBL) module in Periodontics to enhance better understanding and correlation in post graduate students.

Biography

Dr.K.Meena Anand has completed her MDS in the year 2007 from Manipal College of Dental Sciences, Manipal.She is working as associate professor in the department of Periodontology. She has 21 published article in both national and internatonal indexed journals

Abstract

Background: Dental Education focusses on clinical competence, learner-centred teaching and student-initiated problem solving. CBL helps to develop collaborative approach, foster learning, deep level of understanding, opportunity to consolidate and integrate thereby enhancing long term memory. A structured CBL module for postgraduates was therefore designed. Objectives: To introduce CBL module to inculcate self-centred learning and better clinical co-relation Materials & Methods: Six post graduate students were included. Essay questions on selected topic was given and assessed. A pre intervention questionnaire was administered. Cases designed and peer validated were given to PGs after an orientation program. Students regrouped after 2 weeks, presented the cases while faculty assessed the presentation. Intervention effectiveness was assessed by a self-designed questionnaire. Essay questions on the same topics were given and assessed after intervention. A post intervention questionnaire was administered. Results: Pre & post intervention mean scores was analysed by Paired T test, CBL effectiveness was represented as percentage and qualitative data expressed as themes. PGs found tackling the clinical scenario was better. CBL pattern enhanced longer retention, helped sort out factual data, apply analytical tools to draw conclusion, relate to real life situation, formulate strategies to analyse/generate possible solution and develops skills in group learning, interaction and critical thinking. Conclusion: The designed CBL intervention was effective. It promoted enhanced group dynamics and self-study, paved way for active learning that enhanced clinical approach and co-relation. However, regular implementation and involvement of larger student groups will validate the results.