title: The Impact of Small Group Case-based Learning on Traditional Pharmacology Teaching.
abstract: OBJECTIVE
  This study aimed to measure medical students' perceptions of incorporating small group case-based learning (CBL) in traditional pharmacology lectures.
  
  
  METHODS
  Data were collected from third-year students (N = 68; 57% males, 43% females) at Al Quds University Medical School, Palestine. The students were offered a CBL-incorporated Pharmacology-2 course after they had been taught Pharmacology-1 in the traditional format during the preceding semester. Student attitudes towards the restructured course were examined by a self-administered structured questionnaire.
  
  
  RESULTS
  The majority of students thought that CBL was an effective learning tool for them (82%) and that it improved their learning skills (83%), independent learning skills (74%), analytical skills (70%), and their level of preparation for exams (75%). Most students reported that team discussions addressed lecture objectives (84%). Regarding cases discussed, most responders said that the cases were appropriate to the lecture topics (96%) and that the time allocated for case discussion was sufficient (86%). A large proportion of students thought that CBL improved their communication and collaborative skills (68% and 80%, respectively) and ability to work within a team (79%).
  
  
  CONCLUSIONS
  Pharmacology-2 course restructuring led to a significant improvement of self-reported student satisfaction, motivation, and engagement.
authors.affiliation: Department of Physiology & Pharmacology, School of Medicine, Al-Quds University, Jerusalem, Palestine, E-mail: yasin.tayem@gmail.com.
authors.forename: Yasin I
authors.initials: YI
authors.lastname: Tayem
keywords: Case-based learning; Pharmacology; Small group learning