Abstract
BACKGROUND: Medical education requires continuous improvements in teaching methods to ensure higher-quality learning outcomes for students. Case-Based Learning (CBL) has gained attention as an innovative method to enhance student engagement and achievement motivation. This study aimed to evaluate the effect of CBL on the achievement motivation of medical students. METHODS: This quasi-experimental study employed a two-group pre-test-post-test design. The study sample consisted of 70 medical students (36 in the control group and 34 in the intervention group), selected using simple random sampling. The Herman’s Academic Achievement Motivation Questionnaire (Cronbach’s alpha = 0.84) was used to measure achievement motivation. Data were analyzed using SPSS software. The intervention group participated in a CBL-based teaching approach. RESULTS: Results revealed a significant difference in achievement motivation scores between the pre-test and post-test in the intervention group (P = 0.001), indicating the positive effect of CBL on students' motivation. However, no significant difference was observed in the control group (P = 0.726). The results of the independent t-test showed that the achievement motivation scores between the intervention and control groups were not significantly different (P = 0.556). CONCLUSION: CBL significantly enhanced achievement motivation in medical students. Integrating CBL into basic science courses, such as biochemistry, is recommended to foster higher motivation and academic success.