Effectiveness of problem-based learning compared to conventional lectures as a teaching–learning method for medical students

Background: Problem-based learning (PBL) is based on adult learning theory which provides a better understanding of the problem through self-directed learning. During didactic lectures, students are receiving the information and they are memorizing it without understanding the practical applications...

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Bibliographic Details
Published in:National journal of physiology, pharmacy and pharmacology pharmacy and pharmacology, 2024, Vol.14 (4), p.1-614
Main Authors: V, Shilpa, Bahuleyan, Biju, G, Unnikrishnan
Format: Article
Language:English
Subjects:
Active learning
Adult learning
Core curriculum
Data analysis
Didacticism
Educational objectives
Independent study
Integrated approach
Knowledge
Lifelong learning
Likert scale
Medical education
Medical students
Physiology
Problem based learning
Problem solving
Public speaking
Questionnaires
Teaching methods
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Summary:Background: Problem-based learning (PBL) is based on adult learning theory which provides a better understanding of the problem through self-directed learning. During didactic lectures, students are receiving the information and they are memorizing it without understanding the practical applications. PBL provides an active learning environment along with the acquisition of other skills. Aims and Objectives: The present study was conducted to assess the effectiveness of PBL over conventional lectures as a teaching–learning method for phase 1 medical students. Furthermore, the perception of students toward PBL was taken. Materials and Methods: PBL sessions were conducted among 100 Phase 1 medical students by dividing them into two groups and assessed by MCQs. Lecture class was taken for the whole students and again assessed by MCQs for the non-PBL topics. A comparison between the aggregate test scores was made using an unpaired t-test. Perception of students toward PBL was collected using a validated questionnaire in Likert scale and expressed as a percentage. Results: Data analysis showed the aggregate mean score of PBL as 27.96 (3.42) and conventional lecture as 22.66 (4.28) with P < 0.001, which was taken as significant. Students showed a positive response toward PBL as an effective learning tool. Conclusion: PBL is an effective teaching–learning method that can be incorporated into the medical curriculum to create medical graduates with self-directed lifelong learning skills.
ISSN:2320-4672
2231-3206
DOI:10.5455/njppp.2023.13.08414202303092023