Title: Students approach towards problem based learning over traditional learning method
Author: Ayesha Juhi
DOI: https://dx.doi.org/10.18535/jmscr/v7i3.125
Abstract
Background: In the present 21st century, the conventional biomedical beliefs and established medical doctrines have been replaced by advanced concepts and new disciples which have challenged the medical school authorities to determine the curriculum which encourages high level knowledge, skills, critical thinking and self directed learning that prepares the physicians for professional practices in fast changing healthcare environment. The approach towards learning that students adopt appears to be an important factor in determining both the quantity and quality of learning. Lecture is a traditional and didactic, most common method of teaching. It helps to provide information to a large number of students at a time however student involvement is minimal. In PBL, a clinical problem is given to students without prior reading or lecture. The student analyses the problem through self-directed efforts, solves the given problem by applying his knowledge and skills followed later by group discussions acquires knowledge and develops skills. Hypothesis: Problem based learning is a better learning approach over lecture based learning.
Material and Methods: Important clinical topics were discussed during lecture based learning (LBL) and problem based learning (PBL) to First year MBBS students. Students approach towards two different learning methodologies was assessed by providing them questionnaire and rate it on a likert scale. The results obtained were compared using non parametric wilcoxon sign rank test.
Results: The results of the study proved that in comparison to LBL, the PBL method produces better outcomes of recall, analytical and critical thinking in addition to problem solving skills. PBL had been found to be a more effective form of learning method with a greater degree of learning satisfaction and motivation as compared to the conventional LBL method.
Conclusion: Problem based learning methodology had a superior efficacy for analyzing, reasonsing, applying the knowledge for gaining clinical skills, retention of knowledge, self directed learning and enhancing communication skills over lecture based learning method by students.
Keywords: Problem-based learning, Lecture-based learning, Iron deficiency Anaemia, Hypertension, Diabetes, Myocardial infarction.
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