For decades our core curriculum consisted of traditional didactic lectures which were generally in slide show format. This style of surgical education was teacher-centered process, passive learning and fails to motivate students. Case-based learning (CBL) is an interactive, student-centered and promotes active learning by clinical case scenarios which reflect real life experiences.  CBL has several advantages include promoting self-directed learning and reinforcing the reasoning, collaborative, communication skill of students.

Fourth year medical students in surgical clerkship at Srinakharinwirot University, ongkarux campus, Nakhon-nayok were divided into groups of 7-8 students and small group discussion case-based learning in topic of gastrointestinal hemorrhage were applied.  Student attitudes were examined by questionnaires (using a Likert scale of 1-5) which focused on their learning, collaboration and communication skills.

One hundred and thirty seven questionnaires were retrieved. The majority of students thought that CBL improved their learning skill 86% (strongly agree 79% agree 7%), analytical skill 93% (strongly agree 80% agree 13%), communication and collaboration skill 89% (strongly agree 80% agree 9%) and effective learning stool for them 91% (strongly agree 81% agree 10%).

Small group discussion case-based learning in surgical clerkship for medical students significantly enhances students’ competency, knowledge and skills.

Small group discussion case-based learning promotes active learning and improves students’ analytical, communication and collaboration skill in comparison with traditional didactic lecture.