Table 1.
Feedback of eighty-eight students from the case-based teaching group.
| Statement | Agree n (%) | Disagree n (%) | Uncertain n (%) |
|---|---|---|---|
| The CBT made learning enjoyable. | 63 (72%) | 20 (22%) | 5 (6%) |
| The cases and trigger questions stimulated my critical thinking. | 67 (76%) | 9 (10%) | 12 (14%) |
| The cases were challenging but interesting. | 62 (71%) | 14 (16%) | 12 (13%) |
| The cases were focused and helped me to understand the link between physiology and pharmacology. | 77 (87%) | 7 (8%) | 4 (5%) |
| The CBT helped me to link theory to practice. | 69 (78%) | 9 (10%) | 10 (12%) |
| The CBT helped me to grow more confident in my ability to perform future clinical work. | 71 (81%) | 10 (11%) | 7 (8%) |
| The CBT improved my attendance and motivated me to actively participate in the class. | 66 (75%) | 12 (14%) | 10 (11%) |
| I would prefer this type of teaching and assessment in the future. | 70 (79%) | 11 (12%) | 10 (11%) |
| The use of case-based questions is a better assessment method compared with conventional questions. | 73 (83%) | 7 (8%) | 8 (9%) |
| I think the CBT approach should be used in all preclinical lectures. | 70 (80%) | 9 (10%) | 9 (10%) |
CBT=Case-based teaching.