Abstract
Background: Pharmacological concepts are the prerequisite for good clinical practice. Case-based learning method (CBL) is an innovative method which uses clinical cases as a learning stimulus, and students are motivated toward self-directed learning leading to enhancement of analytical and problem solving skills.

Aims and Objective: To introduce CBL at our institution and to know the perception of the students toward CBL.

Materials and Methods: A total of 100 second year MBBS students were taken in the study group from April to August 2015. Clinical cases based on commonly prevalent diseases were taught in five groups each comprising 20 students and one facilitator. CBL method was completed in two sessions of 1 h each, 1 week apart. Learning issues were identified in first and problematic issues were discussed in the second session. Evaluation of the students was done by a pre- and post-test. Perceptions of students were taken on a fivepoint likert scale feedback questionnaire at the end of the study.

Result: There was a significant improvement in students performance when pre- and post-test scores were compared using “paired t-test.” The majority (85%) of students felt that CBL is a better method of teaching–learning than traditional didactic lectures. Most of the students felt that CBL session can be introduced as a new teaching–learning method for next batches.

Conclusion: CBL is a good teaching–learning method to increase involvement and interest of student in learning pharmacology.

Key words: Case-based Learning; Self-directed Learning; Pharmacology; Students