فهرست نشریات علمی دسترسی آزاد ایران

BACKGROUND: In this novel intervention, we have tried to incorporate case‑based learning withcreative and critical thinking. Creative thinking indulges students to generate and apply new conceptsin specific situations, seeing current situations in a new light, identifying alternative theories, andexploring new links that help generate a positive outcome. This may involve combining varioushypotheses to form something original, sifting and refining ideas to discover possibilities, constructingnew theories, and acting on intuition.MATERIALS AND METHODS: This is a quasi‑experimental study on educational intervention.First Bachelor of Medicine and Bachelor of Surgery (MBBS) students (N = 80) in their First MBBSstudents were randomly divided into control (n = 40) and study (n = 40) groups after they hadundergone case‑based learning in their first semester. The study group was asked to prepare threecases each on type II diabetes mellitus (DM), Fe deficiency anemia, and obstructive jaundice bydiscussion. Each case was prepared with a) an introduction consisting of presenting complaints,b) body comprising laboratory findings, and c) five questions related to the case. The cases werereviewed by a facilitator and presented to the other groups for discussion. Pretest and posttestquestionnaires were collected and analyzed.RESULTS: Based on the pretest scores, students were grouped as low, average, and high performers.Wilcoxon signed rank test was performed, which revealed significant improvement in the posttestscores of all students in the study group.CONCLUSION: By designing new case histories themselves, students were able to understandthe biochemical concepts of common diseases and apply these concepts in causation of diseases.Thus, case‑based learning in this setting helped to foster creative and critical thinking skills of firstMBBS students.