Comparative study between “case-based learning” and “flipped Classroom” for teaching clinical and applied aspects of physiology in “competency-based UG curriculum”

BACKGROUND: The new curriculum is competency-based and revised. The student must be imparted and should have learned these competencies. New teaching–learning methods such as “Case-based learning (CBL)” and “Flipped classroom (FCR)” can help medical students to be competent Indian medical graduates. AIMS AND OBJECTIVES: This study was aimed to evaluate the effectiveness of “CBL” over “FCR” for teaching clinical and applied aspects of physiology. MATERIALS AND METHODS: Faculty and residents of the department of physiology and first-year MBBS students were introduced and oriented to the study and concept of CBL and FCR. Students were divided into two groups; one was taught clinical and applied aspects of cardiovascular physiology by CBL and another group by FCR. Pre- and post-test with a validated questionnaire were conducted for both groups. Feedback from the students was collected on 5-point Likert’s scale and the marks obtained by them were analyzed statistically by paired t-test. RESULTS: Both CBL and FCR improved the post-test marks significantly when compared to pre-test marks (P < 0.0001). CBL and FCR methods showed no significant difference, but the mean post-test marks were higher in FCR. As per the students’ feedback, 62% of students strongly agreed that CBL is useful for clinical and applied aspects of physiology. CONCLUSION: CBL and FCR both are equally important and complementary to each other. CBL was found to be slightly more effective for later days of clinical practices, whereas FCR slightly more effective for better performance in university examinations.