Traditional didactic teaching methods are commonly used in medical colleges, often focusing on theoretical knowledge. However, as per the curriculum guidelines set by the Maharashtra University of Health Sciences, medical undergraduate students should not only understand epidemiological determinants but also develop practical skills for diagnosing and managing health problems at individual, family, and community levels. Additionally, they must acquire the ability to plan and implement health education programs. [1][2] Interactive Case-Based Learning (ICBL) modules represent an innovative approach to enhance learning by fostering critical thinking, clinical decision-making, and problem-solving skills. These modules, utilizing digital platforms, create immersive learning experiences that simulate real-world patient encounters. Such an approach can significantly improve clinical reasoning and better prepare students for the complexities of medical practice. This study aims to develop and evaluate ICBL modules tailored for undergraduate medical education in India, focusing on increasing student engagement and improving learning outcomes. Objectives: 1) To develop ICBL modules covering a variety of scenarios aligned with the Community Medicine curriculum for undergraduate medical students in India. 2) To assess the impact of these ICBL modules on students’ cognitive learning 3) To evaluate student satisfaction and perceived value of ICBL modules as a supplemental learning tool in their medical education journey.

Study Design: Interventional study. Study Setting: Department of Community Medicine, Government Medical College, Jalgaon. Study Population: Third-year MBBS students from the regular 2021 Batch who provided written informed consent. Study Period: Six months. Ethical Considerations: Approval was obtained from the Institutional Ethical Committee before commencing the study. Informed consent was obtained from all participants. All collected data were kept confidential, and participants’ privacy was strictly maintained. Module Development: Needs Assessment and Topic Selection: A needs assessment and curriculum analysis were conducted to identify critical topics and clinical scenarios for the ICBL modules. Two topics—Acute Diarrhea and Tuberculosis—were selected based on their significance in Community Medicine. ICBL Module Design: The modules were developed following an extensive review process. Each module contained the following components: 1) Introduction: Overview, objectives, and introductory videos. 2) Case Scenarios: 3-4 patient presentations with interactive questions, discussions, and management plans 3) Interactive Activities: Quizzes and engaging exercises. 4) Summary and Key Takeaways: Essential learning points. 5) Resources: Additional materials for further self-study. 6) Feedback and Assessment: Mechanisms for evaluating the learning experience. Pilot Testing: The ICBL modules were pilot-tested with a small group of undergraduate medical students to collect feedback on usability, content relevance, and student engagement. Intervention: Randomized Group Assignment: Two batches of second-year MBBS students (Batch A and Batch D, each consisting of 37 students) were randomly selected to participate in the study. Teaching Methods: Batch A: Acute Diarrhea Taught using a traditional didactic lecture. Tuberculosis Taught using the ICBL module. Batch D: Acute Diarrhea Taught using the ICBL module. Tuberculosis Taught using a traditional didactic lecture Pre-test and post-test MCQ assessments were conducted for both topics to measure changes in cognitive understanding. A structured questionnaire evaluated students’ satisfaction and perceived value of the ICBL modules, focusing on engagement, relevance, and effectiveness. Statistical Analysis: • The t-test was used to assess the significant difference in pre-test and post-test MCQ scores. • A Likert scale was used to evaluate students’ satisfaction and the perceived value of the ICBL modules.

 MCQ Scores: The comparison of mean MCQ scores before and after the interventions revealed a significant improvement in the cognitive domain in both groups, regardless of the teaching method.  However, the improvement in post-test scores was significantly higher in the ICBL group compared to the didactic lecture group, suggesting that the ICBL approach was more effective in enhancing cognitive learning.  Student Satisfaction: Students who participated in the ICBL modules reported higher satisfaction compared to those taught using traditional lectures. Table 1: Comparison of Pre-Test and Post-Test Scores Teaching Method Pre-Test Score (n=70) Post-Test Score (n=70) Mean SD Mean SD Didactic Lecture 12.65 2.25 17.75 2.05 t= 14.01, p<0.05 ICBL Module 12.30 2.25 19.00 2.15 t= 18.01, p<0.05 t= 3.52, p<0.05 Table 2: Student Satisfaction with ICBL Modules (Likert Scale Assessment) Strongly Disagree (1) Disagree (2) Neutral (3) Agree (4) Strongly Agree (5) Satisfaction Engagement and Interactivity 0% 2% 10% 50% 38% 88% Understanding of Concepts 0% 1% 7% 55% 37% 92% Relevance and Application 3% 6% 15% 50% 26% 76% Overall Satisfaction 5% 8% 23% 42% 22% 64% Comparative Perception 4% 9% 20% 40% 27% 67%

The findings of this study highlight the effectiveness of Interactive Case-Based Learning (ICBL) modules in improving the educational outcomes of undergraduate medical students in Community Medicine. By comparing ICBL modules with traditional didactic lectures, the study underscores the potential of interactive learning methodologies to better equip students for real-world medical challenges. The results reveal a significantly higher improvement in post-test scores among students who engaged with ICBL modules compared to those who received traditional didactic instruction. These findings are consistent with existing literature that emphasizes the advantages of case-based learning in fostering critical thinking, problem-solving, and clinical decision-making skills in medical education. The Likert-scale analysis further supports the effectiveness of ICBL modules, with 88% of students acknowledging the modules' engaging and interactive nature, and 92% recognizing their contribution to a better understanding of key concepts. These outcomes reflect the increasing preference of medical students for experiential and active learning approaches. The broader effectiveness of ICBL modules is corroborated by previous research. Ali M et al. developed an interactive case-based learning system (iCBLS) that significantly enhanced students' engagement and learning outcomes, aligning closely with the results of our study. Similarly, Begum J et al. observed a statistically significant improvement in student performance in an intervention group, with higher scores (greater than 75%) across multiple sessions, which parallels the findings of our research. Overall, this study and related research highlight the transformative potential of ICBL in medical education, advocating for its integration into undergraduate medical curricula to enhance both learning experiences and outcomes.

The findings indicate that ICBL modules are more effective than traditional teaching methods in improving students’ cognitive learning outcomes. The interactive and case-based nature of ICBL aligns with students’ preferences for active and experiential learning. These results support the incorporation of ICBL into the medical curriculum as a complementary or alternative approach to traditional didactic lectures.

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