الملخص الإنجليزي
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.
