فهرست نشریات علمی دسترسی آزاد ایران

BACKGROUND: Case‑based learning (CBL) is an established bidirectional active learning approachwhere students learn concepts by solving cases or problems under the guidance of a facilitator. Inthe present study, the awareness and acceptance level of faculties to implement this method ofteaching were assessed by behavioral analysis.MATERIALS AND METHODS: This cross‑sectional study was done through two workshopsorganized at NDRI Karnal on December 16 and 17, 2019, and BHU Varanasi on March 1, 2020.Fifty‑four faculties from different applied sciences participated. The participants were given an insightinto this teaching tool through didactic lecture and hands‑on training session about implementationof this method. Pre and post‑ session responses were compared through a set of questionnairesand the behavioral change was analyzed by using SPSS version 22. P ≤ 0.05 was considered asstatistically significant.RESULTS: Only 31.5% faculties were aware of the active learning methods though 83% agreed thatactive learning is better than conventional teaching. 96% agreed that CBL is a better way to developconcepts and nearly 81% agreed that more learning could be done with lesser efforts. The clinicaldecision‑making improve significantly. Pre and post‑session mean scores of effectiveness of CBLas a teaching tool were 2.44 ± 0.63 and 2.72 ± 0.53, respectively.CONCLUSION: CBL originally is a mode of imparting knowledge in a student‑centric bimodal learning.Acceptance to the mode is increasing among faculties despite of many deterrents.