BACKGROUND: Case‑based learning (CBL) is an established bidirectional active learning approach
where students learn concepts by solving cases or problems under the guidance of a facilitator. In
the present study, the awareness and acceptance level of faculties to implement this method of
teaching were assessed by behavioral analysis.
MATERIALS AND METHODS: This cross‑sectional study was done through two workshops
organized 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 insight
into this teaching tool through didactic lecture and hands‑on training session about implementation
of this method. Pre and post‑ session responses were compared through a set of questionnaires
and the behavioral change was analyzed by using SPSS version 22. P ≤ 0.05 was considered as
statistically significant.
RESULTS: Only 31.5% faculties were aware of the active learning methods though 83% agreed that
active learning is better than conventional teaching. 96% agreed that CBL is a better way to develop
concepts and nearly 81% agreed that more learning could be done with lesser efforts. The clinical
decision‑making improve significantly. Pre and post‑session mean scores of effectiveness of CBL
as 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.