Introduction: In recent years, small-group teaching has achieved popularity in medical education and is considered as effective for encouraging active and deep learning. Case-based learning (CBL) could be a valuable tool as small group teaching method in pharmacology at undergraduate level. Fostering of development of clinical reasoning, self-directed learning, critical thinking, problem-solving and decision-making skills are the major advantages of CBL, and all these leads to higher-level learning outcomes. As investment of more time is required for preparedness and conduction of CBL sessions, firm commitment of learners and educators is the key for successful incorporation of this teaching methodology in medical science. Objective: To evaluate the opinion and feedback of medical students and faculty regarding CBL as small group teaching in pharmacology. Materials and Methods: This qualitative study was conducted in 02 medical colleges (Army Medical College Bogura and BGC Trust Medical College) of Bangladesh from January 2024 to December 2024. Undergraduate medical students (3rd year and 4th year) of selected medical colleges were included as study population. Total 259 medical students and 12 faculty members of Department of Pharmacology & Therapeutics participated in this study. Each student participated one CBL session. After the CBL session, opinion and feedback of 3rd and 4th year students regarding the session was evaluated through a feedback questionnaire. Opinion and feedback of faculty members who conducted CBL sessions regarding CBL was done with a structured questionnaire. Result: Most of the students strongly agreed that CBL improved their understanding of pharmacology and learning skill along with the ability to apply basic sciences knowledge in clinical context. Participants expressed their agreement in terms of their progress in retention of information, analytical skill, problem solving ability as well as communication skill. Both faculty and teacher were positive regarding motivation, engagement, enjoyment and active learning environment offered by CBL. More time, preparations, efforts and faculty are needed for successful conduction of CBL sessions were expressed by participants. Both teachers and students were positive to adopt other topics of pharmacology in CBL (mean score: 4.17± 2.2 and 4.12 ±0.8). Most of the students (mean score: 4.12 ±0.7) felt that CBL session can be introduced as a new teaching–learning method in pharmacology. More positive attitude towards CBL was observed among 3rd year students in comparison with 4th year students in all questions. Conclusion: Case-based learning was positively received by both students and faculty, enhancing understanding, problem-solving, and clinical application of pharmacology. Despite requiring greater preparation and resources, CBL is viewed as an effective and engaging method that can be adopted more widely in undergraduate pharmacology teaching. BJME: Vol.-17, Issue-02, July, 2026: 76-93
Background: Critical thinking, peer learning, and help-seeking are key to academic performance because they help students solve problems, build understanding, and get support when needed. Objective: Medical students rely on rote memorization in their studies, which limits their deep understanding. Deep and analytical skill is essential for clinical application of medical knowledge. For this reason, effective learning strategies such as critical thinking, peer learning, and help-seeking are essential.Method: This study was conducted on MBBS students and intern doctors. The sample size was 840, taken from 8 medical colleges in Bangladesh. It was a cross-sectional descriptive study. A self-administered structured questionnaire was used for data collection, and data were statistically analyzed. Results: The mean scores of students' agreement on various statements related to critical thinking ranged from 4.36 to 5.6, with an overall score of 5.04. For peer learning, the mean scores ranged from 4.98 to 5.68, with an overall score of 5.39. Regarding help-seeking, the mean scores ranged from 4.32 to 5.98, with an overall score of 5.34. The critical thinking, peer learning, and help-seeking learning strategies showed a statistically significant association with academic performance (p < 0.05); however, the strength of correlation was consistently weak (r < 0.3). Conclusion: These strategies improved academic performance despite weak correlations. Study habits, social environment, and other factors also play important roles in academic success BJME: Vol.-17, Issue-01, January, 2026:34-43
Background: With the evolution of healthcare needs for the community and the changing trends in medical education in the 21st century, medical teachers need to be prepared for their tasks in the coming decades. Although many reports describe various faculty development interventions, there is a very few research indicating their effectiveness. Objective: To find out the impact of training programme on teaching methodology and assessment in medical education. Methods: This mixed method study was carried out in different medical and dental colleges of Bangladesh during the period of July 2024 to June 2025. A pretested self-administered semi-structured questionnaire was administered upon medical teachers and 10 medical teachers were selected from different medical colleges of Bangladesh for in depth interview. Results: This study revealed that out of 331 medical teachers 95% received formal training/course in Teaching Methodology & Assessment. Of them around 78% received offline training, more than 91% received training on Teaching Methodology & Assessment and around 80% received training from Centre for Medical Education (CME). Near 58% medical teachers responded that most of the times the objectives of the session were prepared according to SMART criteria, more than 50% responded that SGT was interactive, around 44% responded that teachers prepared lesson plan. Most of the medical teachers (78%) responded that integrated teaching and learning was practiced. Regarding assessment, teachers were satisfied in learning different tools for assessment. Medical teachers responded regarding different issues related to teaching methodology and assessment and also some challenges and barriers to implement them with recommendations. Conclusions: Training on teaching methodology and assessment appear highly valued by participants, who also report changes in behavior. Nevertheless certain limitations may affect the effectiveness of the research work. Further research to explore these associations and outcomes, at the individual and organizational level, is required to explore in-depth. BJME: Vol.-17, Issue-01, January, 2026:19-33
Background: Social justice is grounded in the principle that everyone should have equal economic, political, and social rights and opportunities. Objectives: To explore stakeholders’ perspectives on the integration and practice of social justice in the MBBS admission process in Bangladesh. Methods: The study was conducted on teachers and MBBS students in 8 medical colleges in Bangladesh. From all four phases, a total of 200 teachers and 600 students were respondents of this study. A self-administered structured questionnaire was used for data collection. A convenient sampling technique was used for the selection of teachers and students. Results: The study revealed moderate student agreement that MBBS admissions were fair, particularly regarding gender (4.19 ± 0.81) and ethnicity (3.70 ± 1.23), although economic status (3.03 ± 1.45) remained a concern. Teachers showed agreement with similar patterns, noting lower fairness regarding health status (3.0 ± 1.18) and student identity (3.60 ± 1.10). Conclusion: The findings indicate that while stakeholders recognize some aspects of fairness in medical education, significant gaps persist in the integration and practice of social justice. These insights call for comprehensive reforms in curriculum design, institutional policies, and stakeholder engagement to ensure a more equitable and socially just undergraduate medical education system in Bangladesh. BJME: Vol.-17, Issue-01, January, 2026:44-49
