Table 4.

Few statements given by students in FGDs in favor of and against CBL

Points in favor of CBL	Points against CBL
“Cases made us do self-directed learning, search resources on our own, search books, Internet, read and discuss.”	“Photos and videos of patient showing symptoms and signs were a good exercise. However simulators would have worked well.”
“Those topics where cases were allotted and discussed in groups are better retained and understood as compared to those which were without case discussions.”	“The case allotment was sometimes an extra burden when we had assignments from other departments too. I would have retained knowledge better without CBL”.
“Group discussions need to be coordinated and directed by the faculty or resident mentors.	“It’s better to show signs and symptoms on a patient directly along with the case discussion”.
“Allotment of only one case to a group in a week gave us adequate time to study the case on our own. Getting cases too frequently is cumbersome.”
“Group partners didn’t matter till we had good communication between us. Dividing students randomly in groups helped us to increase our interpersonal communication.”
“Rather than a surprise exam we should have been given time for MCQ preparation. But overall it was good for assessing our involvement in class discussions. Projection on screen was good to give equal time to all.”

FGD: Focus group discussions, CBL: Case-based learning, MCQ: Multiple-choice questions