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Background <p>Traditional lecture-based teaching in pathology often results in passive learning with limited clinical relevance. The competency-based medical education (CBME) curriculum emphasizes active, integrated learning. To address this, case-based panel discussion with concept mapping (CBPD-CM) was introduced to improve student engagement, conceptual clarity, and application of knowledge. This study aimed to evaluate the impact of case-based panel discussions using concept mapping on learning outcomes in pathology and gathered student and faculty perceptions.</p> Methodology <p>A quasi experimental crossover study was conducted among 121 Phase II MBBS students. Two pathology topics were delivered via either didactic lectures (DLs) or CBPD-CM, with groups crossing over in the second phase. Knowledge acquisition was assessed through pre- and post-tests using paired t-tests. Student perceptions were collected using a validated Likert-scale questionnaire (Cronbach’s α = 0.8638), and faculty feedback was also obtained.</p> Results <p>Posttest scores significantly improved in both groups, with CBPD-CM students showing superior performance (<i>p</i> &lt; 0.0001). Over 72% of the students preferred CBPD-CM, highlighting improved concept clarity, active participation, and critical thinking. A total of 83.33% of the faculty also supported its use for promoting engagement, bridging learning gaps with improved time management and also 50% also felt it decreased the faculty workload. Compared with DL, CBPD-CM led to better knowledge retention.Concept mapping helps students to visualize and connect theoretical knowledge with clinical applications.</p> Conclusion <p>CBPD-CM offers an effective, learner-centered approach in pathology education, enhancing integration, critical thinking, and knowledge retention. Its incorporation into the medical curriculum may strengthen active learning and serve as a model for innovative teaching strategies.</p>

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Perception of case-based collaborative learning in pathology through panel discussion using concept mapping: a quasi-experimental crossover study in phase II MBBS students

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  • 发表日期：

    2025年12月5日

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  • Prajna K. Shetty,
  • Madhuri Dindalkoppa,
  • Shivani S. Rao,
  • Ganga S. Pilli,
  • Shubha Sudhakar

摘要

Background

Traditional lecture-based teaching in pathology often results in passive learning with limited clinical relevance. The competency-based medical education (CBME) curriculum emphasizes active, integrated learning. To address this, case-based panel discussion with concept mapping (CBPD-CM) was introduced to improve student engagement, conceptual clarity, and application of knowledge. This study aimed to evaluate the impact of case-based panel discussions using concept mapping on learning outcomes in pathology and gathered student and faculty perceptions.

Methodology

A quasi experimental crossover study was conducted among 121 Phase II MBBS students. Two pathology topics were delivered via either didactic lectures (DLs) or CBPD-CM, with groups crossing over in the second phase. Knowledge acquisition was assessed through pre- and post-tests using paired t-tests. Student perceptions were collected using a validated Likert-scale questionnaire (Cronbach’s α = 0.8638), and faculty feedback was also obtained.

Results

Posttest scores significantly improved in both groups, with CBPD-CM students showing superior performance (p < 0.0001). Over 72% of the students preferred CBPD-CM, highlighting improved concept clarity, active participation, and critical thinking. A total of 83.33% of the faculty also supported its use for promoting engagement, bridging learning gaps with improved time management and also 50% also felt it decreased the faculty workload. Compared with DL, CBPD-CM led to better knowledge retention.Concept mapping helps students to visualize and connect theoretical knowledge with clinical applications.

Conclusion

CBPD-CM offers an effective, learner-centered approach in pathology education, enhancing integration, critical thinking, and knowledge retention. Its incorporation into the medical curriculum may strengthen active learning and serve as a model for innovative teaching strategies.