Case-based learning versus Lecture for Teaching Management of Suspected Rabid Animal Exposure to Interns in an Infectious Diseases Hospital of Kolkata – A Randomized Controlled Trial

Abstract

Introduction: Despite national programs and guidelines, medical students often fail to apply rabies management knowledge during internships, likely due to traditional teaching methods, despite the effectiveness of case-based learning. This study compared the effectiveness of case-based learning (CBL) and lectures for teaching rabies management to medical interns. Methods: A randomized educational intervention study was conducted from July to September 2024 at a tertiary care hospital in Kolkata, involving MBBS interns. Among all interns posted in a month, 64 were randomly assigned to Group A (lecture) or Group B (CBL) using block randomization. Baseline knowledge was assessed via pre-test e-questionnaire, followed by lectures 
or CBL, with post-test assessments immediately and one month later, and feedback collected via e-feedback form. Data were analysed using appropriate statistical software, with significance at P < 0.05, and perceptions were thematically presented. Results: Initially, each group had 32 interns, but only 27 in Group A and 28 in Group B completed both the post-tests. Both groups showed significant improvements in post-test and post 1-month scores compared to pre-test scores. Group B had significantly higher post-test total and management scores. No notable differences in satisfaction scores were found between groups. Group A desired more one-on-one interactions and clinical scenarios, while Group B enjoyed group activities. Conclusions: Students taught with CBL scored higher in post-test and management assessments, retained rabies knowledge better after a month, with similar satisfaction levels across groups. Group A wanted more one-on-one interaction and clinical case scenarios, whereas Group B valued group activities.