Document Type : Original Article


Department of Anatomy, All India Institute of Medical Sciences Bhopal, Bhopal, Madhya Pradesh, India


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.


  1. Vidic B, Weitlauf HM. Horizontal and vertical integration of
    academic disciplines in the medical school curriculum. Clin Anat
    2. Brooks WS, Woodley KTCP, Jackson JR, Hoesley CJ. Integration
    of gross anatomy in an organ system‑based medical curriculum:
    Strategies and challenges. Anat Sci Educ 2015;8:266‑74.
    3. Herreid CF. Case studies in science‑A novel method of science
    education. J Coll Sci Teach 1994;23:221‑9.
    4. Deonandan R, Jinha A, Benovoy J, Sarazin M, Doswell J,
    Deonandan CR. Number 2 Health, The Internet Journal of Medical
    Education. 2012.
    5. Datta A, Ray J. Case based learning in undergraduate
    pathology ‑ A study to assess its efficacy and acceptability as
    teaching‑learning tool. IAIM 2016;3:93–100.
    6. Parmar SK, Rathinam BA. Introduction of vertical integration
    and case‑based learning in anatomy for undergraduate physical
    therapy and occupational therapy students. Anat Sci Educ 2011;4.
    doi: 10.1002/ase.225.
    7. Crowther E, Baillie S. A method of developing and introducing
    case‑based learning to a preclinical veterinary curriculum. Anat
    Sci Educ 2016. doi: 10.1002/ase.1530.
    8. Singh PR, Bhatt R. Introduction of case based learning for teaching
    anatomy in a conventional medical school. J Anat Soc India 2011.
    doi: 10.1016/S0003‑2778(11)80034‑1.
    9. Nathaniel TI, Gainey JC, Williams JA, Stewart BL, Hood MC,
    Brechtel LE, et al. Impact and educational outcomes of a small
    group self‑directed teaching strategy in a clinical neuroscience
    curriculum. Anat Sci Educ 2018. doi: 10.1002/ase.1759.
    10. Srinivasan M, Wilkes M, Stevenson F, Nguyen T, Slavin S.
    Comparing problem‑based learning with case‑based learning:
    Effects of a major curricular shift at two institutions. Acad Med
    2007. doi: 10.1097/01.ACM.0000249963.93776.aa.
  2. 11. Rafique N. Importance of vertical integration in teaching and
    assessment of physiological concepts. J Taibah Univ Med Sci 2014.
    doi: 10.1016/j.jtumed.2014.04.006.
    12. Kantar LD, Massouh A. Case‑based learning: What traditional
    curricula fail to teach. Nurse Educ Today 2015. doi: 10.1016/j.