Study of Effectiveness of Case Based Learning in Microbiology for 2nd Professional M.B.B.S. Students

Background: Traditional teaching in microbiology is largely lecture-based, leading to passive learning and limited student engagement. To enhance understanding and motivation, active learning strategies such as CaseBased Learning (CBL) can be introduced. Aim: To evaluate the effectiveness of case-based learning compared to didactic lectures and to assess students’ perception toward this method. Methods: A total of 70 volunteer students from the 2nd Professional M.B.B.S. were enrolled after informed consent and randomly divided into two groups (A and B, 35 each). Group A underwent Case-Based Learning, further divided into smaller groups of 11–12 students, while Group B attended traditional lectures on the same topic. Validated clinical cases, post-test MCQs, and a feedback questionnaire were used for evaluation. Faculty were sensitized and trained for CBL sessions. Learning outcomes were assessed through post-test performance and feedback analysis. Results: Students exposed to CBL showed higher engagement, improved understanding of microbiology concepts, and better problem-solving skills compared to those attending lectures. Feedback revealed that CBL increased student interest, promoted active learning, and improved teacher–student interaction. Conclusion: Case-Based Learning is an effective student-centered teaching method in microbiology. It enhances motivation, understanding, and application of concepts and should be incorporated as a regular component of undergraduate medical education.