Exploring Faculty Perceptions of Case-Based Learning in Paediatric Education
Year: 2025
Type: article
Abstract: Introduction: This study explores the perceptions of pediatric faculty members regarding the use of Case-Based Learning (CBL) in medical education. Method: A qualitative research approach was adopted, utilizing purposive sampling to select six faculty members with experience in CBL. Data was collected through focus group discussions (FGDs) and analyzed using thematic analysis. Result: The results highlighted four key themes: general perceptions, benefits, challenges, and recommendations for improvement. Faculty believed CBL enhances critical thinking, communication skills, and the application of theoretical knowledge in real-world scenarios. However, challenges such as time constraints and unclear learning outcomes were identified. Recommendations included providing ongoing faculty training, using smaller discussion groups, and refining case scenarios to better meet students' learning needs. Conclusion: The study underscores the importance of faculty perceptions in shaping the future of CBL and improving its effectiveness in pediatric education.
Author: Nilar Lwin2*, Tayzar Hein1, Zaw Phyo1, Zin Min Htike1 Tun Tun Naing1 & Ye Phyo Aung1
Language: English
Field: Medicine
Domain: Health Sciences
Open Access status: green
OpenAlex ID: W6912016857
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