BACKGROUND: Teaching anatomy in a clinical context can aid students in appreciating how the
subject will apply to their future career as nurses as well as in other administrative roles. Anatomy
is voluminous, making it difficult to retain the factual information in the long run; therefore, this study
primarily focuses on whether case‑based learning (CBL) with integrated anatomy learning can
help in retention of the information over short as well as long spans of time. It also focuses on how
profitable would the students be with this different style of learning, and whether it can facilitate in
better understanding of the basic and clinical concepts.
MATERIALS AND METHODS: The current study was conducted in the Nursing College of All India
Institute of Medical Sciences, Bhopal, India to integrate CBL and evaluate its effect compared to the
highly compartmentalized, didactic lectures among the nursing students. The extent of knowledge
retention was analyzed by conducting a series of tests before as well as after CBL intervention.
Feedback and suggestions were obtained from the students by using the 5‑point Likert scale method.
RESULTS: The post‑test scores of the students improved by 21% after the CBL. More than 85%
of the students opined that CBL improves critical thinking, team work, self‑directed learning, and
communication skills.
CONCLUSION: CBL promotes effective short‑term retention and facilitates comprehension of key
concepts. CBL also plays an important role in improving the professional skills of the students, which
otherwise is not taught, and equips them for their future careers.