[
    {
        "id": "osp-11172",
        "type": "article-journal",
        "title": "The Impact of Small Group Case-based Learning on Traditional Pharmacology Teaching",
        "author": [
            {
                "family": "Tayem",
                "given": "Yasin I."
            }
        ],
        "URL": "https://omanscience.com/en/articles/the-impact-of-small-group-case-based-learning-on-traditional-pharmacology-teaching",
        "language": "en",
        "issued": {
            "date-parts": [
                [
                    2025
                ]
            ]
        },
        "container-title": "Sultan Qaboos University Medical Journal",
        "volume": "13",
        "issue": "1",
        "page": "115-120",
        "DOI": "10.18295/2075-0528.1438",
        "publisher": "Sultan Qaboos University",
        "ISSN": "2075-051X",
        "abstract": "Objectives: This study aimed to measure medical students’ perceptions of incorporating small group case-based learning (CBL) in traditional pharmacology lectures. Methods: Data were collected from third-year students (N = 68; 57% males, 43% females) at Al Quds University Medical School, Palestine. The students were offered a CBL-incorporated Pharmacology-2 course after they had been taught Pharmacology-1 in the traditional format during the preceding semester. Student attitudes towards the restructured course were examined by a self-administered structured questionnaire. Results: The majority of students thought that CBL was an effective learning tool for them (82%) and that it improved their learning skills (83%), independent learning skills (74%), analytical skills (70%), and their level of preparation for exams (75%). Most students reported that team discussions addressed lecture objectives (84%). Regarding cases discussed, most responders said that the cases were appropriate to the lecture topics (96%) and that the time allocated for case discussion was sufficient (86%). A large proportion of students thought that CBL improved their communication and collaborative skills (68% and 80%, respectively) and ability to work within a team (79%). Conclusion: Pharmacology-2 course restructuring led to a significant improvement of self-reported student satisfaction, motivation, and engagement."
    }
]