Résumé
Background:When topics of clinical importance are taught by didactic lecture, knowledge gained is hardly retained till the clinical teaching starts in the later years. So, we introduced ‘Case Based Discussions’ while teaching Biochemistry. Material And Methods:Students of II semester were divided in three groups-Group A and B was taught ‘Liver function tests’ by Didactic Lectures. Group B and C were further subdivided and taught through Case Based Discussions in which students collaborated in a small group environment to work through paper-based cases. Students’ understanding of the topic was assessed using a test paper and written feedback was collected from the students in first year to know their perception towards two methods of teaching and then in final year toknow if CBD sessions were helpful in clinics. Result:Mean total marks obtained by students of Group B were higher than those obtained by group A and C. Students perceived CBD sessions more stimulating educationally than traditional lectures and also found them helpful in clinics. Conclusion:Traditional teaching along with CBD resulted in significantly better test scores of students and promoted a deeper understanding of the basic concepts of Biochemistry to relate and link to patient cases in clinics.