Research and education are the two pillars of progress of medical science. While research helps in understanding diseases and treating them better, it is education of the younger minds of the fraternity which carries on the research and forms the bedrock of high quality of health care. Keeping this in mind we introduced the concept of case based learning in the final year MBBS students.

To introduce Case Based Learning method of teaching in final year students of M.B.B.S. Comparison of performance of students, taught by didactic method and CBL method of teaching. Students’ perception and acceptance of CBL method of teaching.

Students of final year MBBS of IGIMS, Patna were selected for this study. The topic of cervical cancer was divided into 4 classes and the teaching goal of each class was predetermined. The class of 86 students was divided into 4 groups for each class two groups were taught by traditional didactic lecture and the other two by CBL method. For the next class the groups were interchanged. Students were assessed through multiple choice questions and short answer type questions at the beginning and end of each class.

There was statistically significant improvement in the knowledge of students about the topic in both the CBL and Lecture groups but the improvement was significantly better in the groups taught by CBL method. The feedback of students for this method was highly acceptable; it improved their understanding, knowledge and performance compared to traditional didactic lectures.

Statistical analysis of the pre and post class multiple choice questions and short answer type questions showed a statistically significant improvement in the knowledge of students taught by CBL method. In addition the response of students to the feedback questionnaire showed a high acceptability of CBL method.

Case based learning (CBL), gynecological malignancy, high acceptability, teaching learning methods.