International Journal of Homoeopathic Sciences

Background: In terms of assessment of students, it is generally agreed that Open-book Examinations (OBEs) foster an enriched environment by giving the student an opportunity to better understand and react to particular question. The current investigation gave the opportunity to investigate and formally test this supposition via case-based learning model.

Methods: In this learning model, 55 undergraduate third year Homoeopathic students were participated. The concept of Homoeopathic aggravation was already taught to those students. Then make them to anaylze the concept, apply it in the given case.

Results: Their performance was evaluated using Performance Rating Scale and feedback of learners assessed by using Likert’s rating scale.

Conclusion: It was concluded that their learning objectives were achieved and their higher level of excellence shows the higher level of attainment of skills associated with the concept.