Problem-based learning in comparison with lecture-based learning among medical students (original) (raw)
Related papers
2021
Background: This study aims to compare student’s understanding and knowledge retention when taught through PBL (Problem Based Learning) and Lecture, and compare student’s perception about PBL and Lecture in medical education. Method: This is cross-sectional study done among medical students of PBL based medical school. Ethical approval was taken from IRC-PAHS. To assess understanding and knowledge retention, 50 vignettes based Multiple Choice Questions were administered, half of which were taught through PBL sessions and remaining half were taught in didactic Lectures during basic science years of medical school. To assess student's preference on PBL and Lecture, separate pre-validate perception questionnaire was used.Result: Out of 107 students, 99 participated in understanding and knowledge retention questionnaire and 107 filled perception questionnaires. Understanding and knowledge retention of students was found to be same for topics taught by PBL and Lecture with median sco...
F1000Research, 2022
Background: PBL (problem based learning) is new active learning educational strategy that has been extensively tested and used in recent years. This study aims to compare students' understanding and knowledge retention when taught through PBL and lecture-based classes and compare PAHS students' perceptions of PBL and lectures in medical education. Methods: This is a cross-sectional study of medical students of a PBL based medical school in Nepal, a non-Western low-income country. Ethical approval was given by the institutional research committee of the Patan Academy of Health Sciences. Understanding and knowledge retention was assessed with 50 vignette-based multiple-choice questions, half of which were taught through PBL sessions, and the remaining half were taught in didactic lectures during basic science years of medical school. A separate pre-validated perception questionnaire was used to assess students' preferences regarding PBL and lectures. Results: Out of 107 st...
2017
Objectives: To compare students' perceptions and satisfaction concerning lecture based learning (LBL) versus problem-based learning (PBL) curricula in Taibah University. Methods: A crosssectional study was conducted in Taibah University including third year medical students (n= 294), involved in both curricula. A self-administered questionnaire was used including demographics and domains investigating students’ perceptions concerning the teaching method and adequacy of the current curriculum they are involved and satisfaction regarding the academic environment, measured on a five point Likert scale. Total response rate (45.91%). Results: Fifty seven percent of the respondents were involved in LBL compared to 43% in PBL. About 31% of the PBL students strongly agree that it is good method for teaching and learning versus only 5.2% of students in LBL and 24.1% of them strongly agree that PBL curriculum covers a wide range of knowledge and skills compared to only 5.2% of students in...
The Perception and Usefulness of Problem Based Learning Among medical students
InternatIonal archIves of MedIcIne, 2015
Background: Problem Based Learning (PBL) has been increasing adopted in medical school worldwide. Problem based learning is an instructional strategy in which learner-centred method is utilised and “problems” are used as the focus of learning in small groups. Problem- based learning grounded in cognitive theory and with its origins in medical education, is a useful approach for teaching students how to think critically and solve problems they will encounter. Objectives: To determine the student’s perception and usefulness of problem based learning among the clinical specialties of medical departments of Melaka Manipal Medical College. Methodology: College based cross sectional study was conducted at Melaka Manipal Medical College, Melaka, Malaysia from August to October 2012. Self-administered questionnaires were distributed to final year medical students who had undergone PBL classes in all discipline. Data were analyzed by using SPSS 16 software. To assess perception, five points Likert scale was used for scoring. Results: There were 220 students participated in this study and ma- jority of the respondents were Malay 84 (38.2%) with mean age of 23 years (SD: 0.88). Most of the students (78.3%) perceived that facilitator motivated them to study during the session, (76.9%) percei- ved that PBL classes were well plan and structure and (75%) of them perceived that PBL classes helped them to identify the weakness in learning topics and to develop communication skill. Regarding useful- ness of PBL classes more than 90% of students stated that PBL classes helped them to develop team collaboration, self-directed learning, and problem solving skill.
Opinion of Medical Students regarding Problem Based Learning
2006
Objective: To assess the process of problem-based learning (PBL) as perceived by the medical students and their opinions regarding the process. MethodS: A cross-sectional study was conducted at Karachi Medical and Dental College. One hundred and four medical students of fourth year MBBS (52 each of batch 2004 and 2005) were selected for their responses and feedback on problem-based learning in small groups. Data was collected through a closed-ended questionnaire. Results: Seventy nine percent (82 out of 104) of medical students liked the PBL sessions. Overall 85% of students were motivated towards self learning while liking for PBL was 82%. Activation of prior knowledge was observed by 83% students. Conclusion: Students supported problem-based learning (PBL) as an effective method of learning. Majority of students were motivated towards self-learning. They were convinced that PBL helped them in building up communication skills, interpersonal relationship and problem solving capacity (JPMA 56:430;2006).
Annals of Saudi medicine
Problem-based learning (PBL) is the most important educational innovations in the past 4 decades. The objective of the study was to compare between the preference of medical students for PBL and the preference for traditional lectures regarding learning outcomes (e.g., knowledge, attitude, and skills) gained from both methods. A cross-sectional study was conducted among medical students who studied the hybrid curriculum (PBL and traditional lectures) in King Abdulaziz University, Jeddah, in 2011. Data was collected through a pre-constructed, validated, confidentially anonymous, and self-administered questionnaire. Students' perceptions toward PBL and traditional lectures were assessed through their response to 20 statements inquired about both methods of learning using a five-point Likert scale. Descriptive and analytic statistics were performed using SPSS, version 21 (SPSS Inc, Chicago, Ill., USA). Learners preferred PBL more to traditional lectures for better linking the knowl...
Problem-based learning (PBL) has been introduced in the Phase 1 curriculum of Doctor of Medicine programme at Faculty of Medicine & Health Sciences, UCSI University since its inception in 2005. The main objective of this study was to investigate the perception of medical students on problembased learning sessions. A cross sectional study was conducted on a total of 115 medical students from June 2011 to June 2012. Forty nine (42.6%), 31(27%) and 35(30.4%) medical students from first, second and third years respectively participated in the study. The questionnaire included 23 statements to assess the benefits and disadvantages of PBL and the requirements in PBL sessions. Findings revealed that the majority agreed with statements on benefits-PBL motivates students for self-learning (80.9%), enhances discovery of learning issues (78.3%), provides critical thinking skills (71.3%), improves communication skills (80%) and enhances in obtaining new information (85.2%). Sixty percent (n=69) responded that PBL was time consuming and 84 (73.1%) noted that some students dominate while others are passive in the discussion. Overall positive perception on effectiveness of PBL on students' learning was obtained in 79 (68.7%) of respondents and the highest agreement was observed among the second year students (93.5%).
Problem Based Learning in Fourth Year Medical Students in Fayoum Governorate, Egypt
INTERNATIONAL JOURNAL OF INNOVATIVE RESEARCH & DEVELOPMENT, 2018
Background: Problem based learning (PBL) consider that the most significant development in education over the past five decades. It has been boosted by the curriculum of choice, and since its introduction in the 1960’s, has been vastly adopted by many medical and dental schools. Objectives: The aim of this research was to compare the development and recollection of knowledge in the medical sciences between students on the traditional and reformed undergraduate medical curricula, respectively. Methods: For each medical student has taken, The Progress Test Medizin (PTM), relative frequencies of correct answers were computed for basic sciences items only and for the whole curriculum. Frequencies were averaged and grouped by semester and curriculum. Analyses of variance (ANOVAs) were performed at all measurement points with a Bonferroni-corrected pvalue at the level of p < 0.005. Eta-squared (g2) was used to classify effect size. Results: The current study occurs on 80 fourth year medical students divided into two rounds. First round study by the traditional medical curriculum (lecture group) whiles the second round study by the reformed medical curriculum (problem learning group). The present study shows that there is statistically significant difference with p-value <0.05 between different topics among lecture teaching method with the lowest score given for identification topic and the highest core for death topic; which indicated that lecture methods not suits some topics as identification topic Conclusion: Proceed testing as a longitudinal method allows us to better understand the development of knowledge during formal undergraduate education. The main difference between traditional and problem-based medical education demonstrate to be induced by the high-stakes national examination undertaken in the traditional course.
Problem Based Learning for Fourth Year Medical Students in Fayoum Governorate, Egypt
International Journal of Innovative Research and Development
Background: Problem based learning (PBL) consider that the most significant development in education over the past five decades. It has been boosted by the curriculum of choice, and since its introduction in the 1960's, has been vastly adopted by many medical and dental schools. Objectives: The aim of this research was to compare the development and recollection of knowledge in the medical sciences between students on the traditional and reformed undergraduate medical curricula, respectively. Methods: For each medical student has taken, The Progress Test Medizin (PTM), relative frequencies of correct answers were computed for basic sciences items only and for the whole curriculum. Frequencies were averaged and grouped by semester and curriculum. Analyses of variance (ANOVAs) were performed at all measurement points with a Bonferroni-corrected pvalue at the level of p < 0.005. Eta-squared (g2) was used to classify effect size. Results: The current study occurs on 80 fourth year medical students divided into two rounds. First round study by the traditional medical curriculum (lecture group) whiles the second round study by the reformed medical curriculum (problem learning group). The present study shows that there is statistically significant difference with p-value <0.05 between different topics among lecture teaching method with the lowest score given for identification topic and the highest core for death topic; which indicated that lecture methods not suits some topics as identification topic Conclusion: Proceed testing as a longitudinal method allows us to better understand the development of knowledge during formal undergraduate education. The main difference between traditional and problem-based medical education demonstrate to be induced by the high-stakes national examination undertaken in the traditional course.
https://www.ijrrjournal.com/IJRR\_Vol.5\_Issue.12\_Dec2018/Abstract\_IJRR0058.html, 2018
Background: Problem-based learning is a pedagogical practice employed in many medical schools. Aims: To study impact of Problem based learning among first MBBS students in a medical college of West Bengal. Materials and methods: This interventional study was conducted in a medical college of eastern India. Approval from the institutional ethics committee and informed consent of the subjects was taken before conduction of this pilot project. In this prospective interventional study 60 MBBS first students were divided in two groups A & B using an online randomizer. Group A consisted of a batch of 30 students who were exposed to audio visual presentation and lecture classes for 8 hours (Topics on control of voluntary movements which included the following: Cerebellum, Basal ganglia, Muscle tone, lateral and medial motor system, Reflexes, Decorticate and decerebrate rigidity, Vestibular apparatus). They were assessed with post exposure questionnaire (EXPOSURE I) immediately after completion. The questions were either MCQ or short objective structured type of question and total marks allotted were 10. There was no negative marking and time allotted for answering was 15 mins. Audio visual presentation and tutorial classes were repeated after one month on the same topics. The subsequent questionnaire was named (EXPOSURE II) Group B consisted of another batch of 30 students who were exposed to same audio visual presentation and lecture classes for 8 hours. They were assessed with post exposure questionnaire (EXPOSURE I) immediately after completion. In the next month they attended 8 sessions of problem based learning on control of voluntary movements on similar topics. The subsequent questionnaire was named (EXPOSURE II) The same questionnaire was given both Group A and Group B on all exposures. Another questionnaire was given to both Group A and Group B after another one month without any further demonstration. The subsequent questionnaire was named (EXPOSURE III). Statistical analysis: Data were analyzed using software SPSS version16; probability values (P Value) <0.05 were considered as statistically significant and P Values <0.01 were considered as statistically highly significant. Unpaired t test was used to compare the two group of students at different times of exposure. Results: Questionnaires included 10 questions to test student knowledge regarding voluntary control of movements. There was no significant between the two groups on the first evaluation. The difference became significant between the two groups on second and third evaluation with B group showing better performances. The best responses from the students were observed on the second exposure. Conclusions: Problem based learning was found to have a better impact on knowledge and memory of first MBBS students as compared to traditional methods of medical education and needs to be implemented in large scale for betterment of medical students.