Abstract
Background: Physiology is the link between the basic sciences and medicine. Students learn human physiology by attending theory as well as practical classes. Some of the common clinical conditions such as anemia, jaundice can be discussed in the form of “case-based learning (scenarios),” which engages students in discussion.

Aims and Objective: To know the effectiveness of case-based learning in physiology among first-year medical students and their perception toward case-based learning.

Materials and Methods: Interventional study was conducted on 100 medical students, appearing for exam in the month of July and August 2015, dividing them into groups and subgroups. Pre- and Posttest were conducted for knowledge assessment and for perception questionnaire method was used, which was validated by pilot study. Results were analyzed using paired “t” test.

Result: For some of the clinical conditions, students preferred case-based learning along with regular traditional teaching and there is a highly significant increase in scores of pre- and posttest. (p value < 0.001).

Conclusion: With benefits of interactive teaching (case-based learning), this type of learning can be incorporated during teaching–learning methodologies.