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

Shilpa A V; Biju Bahuleyan; Unnikrishnan U G

doi:10.5455/njppp.2023.13.08414202303092023

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Original Research
Online Published: 12 Sep 2023

Natl J Physiol Pharm Pharmacol. 2024; 14(4): 611-614

doi: 10.5455/njppp.2023.13.08414202303092023

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

Shilpa A V, Biju Bahuleyan, Unnikrishnan U G.

Abstract
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.

Key words: Problem-Based Learning; Lecture; MCQs; Likert Scale; Unpaired t-Test

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Pubmed Style

V SA, Bahuleyan B, G UU. Effectiveness of problem-based learning compared to conventional lectures as a teaching–learning method for medical students. Natl J Physiol Pharm Pharmacol. 2024; 14(4): 611-614. doi:10.5455/njppp.2023.13.08414202303092023

Web Style

V SA, Bahuleyan B, G UU. Effectiveness of problem-based learning compared to conventional lectures as a teaching–learning method for medical students. https://www.njppp.com/?mno=99501 [Access: November 02, 2024]. doi:10.5455/njppp.2023.13.08414202303092023

AMA (American Medical Association) Style

V SA, Bahuleyan B, G UU. Effectiveness of problem-based learning compared to conventional lectures as a teaching–learning method for medical students. Natl J Physiol Pharm Pharmacol. 2024; 14(4): 611-614. doi:10.5455/njppp.2023.13.08414202303092023

Vancouver/ICMJE Style

V SA, Bahuleyan B, G UU. Effectiveness of problem-based learning compared to conventional lectures as a teaching–learning method for medical students. Natl J Physiol Pharm Pharmacol. (2024), [cited November 02, 2024]; 14(4): 611-614. doi:10.5455/njppp.2023.13.08414202303092023

Harvard Style

V, S. A., Bahuleyan, . B. & G, . U. U. (2024) Effectiveness of problem-based learning compared to conventional lectures as a teaching–learning method for medical students. Natl J Physiol Pharm Pharmacol, 14 (4), 611-614. doi:10.5455/njppp.2023.13.08414202303092023

Turabian Style

V, Shilpa A, Biju Bahuleyan, and Unnikrishnan U G. 2024. Effectiveness of problem-based learning compared to conventional lectures as a teaching–learning method for medical students. National Journal of Physiology, Pharmacy and Pharmacology, 14 (4), 611-614. doi:10.5455/njppp.2023.13.08414202303092023

Chicago Style

V, Shilpa A, Biju Bahuleyan, and Unnikrishnan U G. "Effectiveness of problem-based learning compared to conventional lectures as a teaching–learning method for medical students." National Journal of Physiology, Pharmacy and Pharmacology 14 (2024), 611-614. doi:10.5455/njppp.2023.13.08414202303092023

MLA (The Modern Language Association) Style

V, Shilpa A, Biju Bahuleyan, and Unnikrishnan U G. "Effectiveness of problem-based learning compared to conventional lectures as a teaching–learning method for medical students." National Journal of Physiology, Pharmacy and Pharmacology 14.4 (2024), 611-614. Print. doi:10.5455/njppp.2023.13.08414202303092023

APA (American Psychological Association) Style

V, S. A., Bahuleyan, . B. & G, . U. U. (2024) Effectiveness of problem-based learning compared to conventional lectures as a teaching–learning method for medical students. National Journal of Physiology, Pharmacy and Pharmacology, 14 (4), 611-614. doi:10.5455/njppp.2023.13.08414202303092023

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