Case-based learning with a twist: Testing the effectiveness of integrated case-based learning in an undergraduate dental curriculum

Introduction: Integrated Case-based learning (i-CBL) is a variation of traditional case-based learning in which integrated cases are developed to emulate real-life scenarios that healthcare practitioners encounter in everyday practice. This study explores the effectiveness and relative success of i-CBL pedagogy in an undergraduate dental curriculum.

Objective: To assess the impact of the i-CBL as a pedagogical strategy in an undergraduate dental curriculum..

Methodology: i-CBL was introduced in three years of a Bachelor of Dental Surgery (BDS) program. Cases based on integrated modules in the curriculum were developed and vetted by trained faculty. Students were also introduced to the i-CBL concept, and their detailed online feedback was taken on completing each i-CBL session in their academic year. Descriptive and analytic statistics were used for the Likert response data, and thematic analysis was conducted for the free text items.

Results: Eighty-three feedback questionnaires were collected from students throughout the year (18.2% first year, 47.5% second Year and 34.3% third Year). There was a significant difference in the students' perceptions regarding the conduct of the i-CBL over the three BDS years (p=0.00). However, there was no significant difference in their delivery by the concerned tutors (p=0.468) and the scenario construct (p=0.55). Thematic analysis of free text comments also highlighted overall student satisfaction with the i-CBL pedagogy.

Conclusion: This study highlights the value of introducing i-CBL. More focus on faculty training and the development of appropriate cases will be helpful for effective student learning.