Development and Evaluation of the POPBL (Patient-Oriented Problem-Based Learning) Module in Pathology: A Comparative Analysis of Performance and Perception Among Second-Year Pathology Students

Abstract

Background and objectiveEmploying the POPBL (Patient-Oriented Problem-Based Learning) method to teach students offers a fresh take on the classroom experience. It helps to enhance the motivation of the students, improves knowledge, self-learning behavior, and clinical reasoning, and also helps to promote long-lasting memory. In our medical college, we adopted a newer technology-oriented method with the use of case history, laboratory findings, a gross specimen of the same case, microscopic live sessions via Deca and Penta head microscopes, television, and microscopic camera. In light of this, in this study, we aimed to develop a patient-and technology-oriented new Problem-Based Learning (PBL) method and compare its effectiveness with the traditional tutorial method. Materials and methodsA total of 149 second-year MBBS students were enrolled in the study. Consent was taken from all students. A total of eight systems of systemic pathology from the second-year MBBS curriculum were selected. Of the eight systems, four were covered under POPBL with gross and microscopic features associated with the help of newer-generation audiovisual aids, and the other four systems were covered under the traditional tutorial/lecture method. The evaluation was performed using prevalidated objective types of questions after exposure of about one week. The objective was to evaluate and compare the outcomes and students' performance between these two sets of pathology systems. ResultsStudents gave excellent responses. Performance (87.92% of students had scores >75%) and attendance (94.14%) parameters with respect to POPBL gross and microscopic features associated with the help of newer-generation audiovisual aids like Deca and Penta head microscopes were superior compared to the traditional tutorial/lecture method, where 53.02% of students scored more than 75% and the attendance was 76.12%. The difference in attendance was also statistically significant (p=0.05). ConclusionUsing POPBL instead of standard tutorial/lecture methods leads to better outcomes. Students also found POPBL more appealing than standard lectures. It is a student-centered method that provides a significant level of motivation and encourages active participation among students. The efficacy of this new way of teaching and demonstrating will attract more students to this method.

Application of integrated problem-based learning combined with lecture-based classroom teaching in undergraduate medical education: An effective teaching model in a Medical School in China

“…Overall, our findings were in accordance with previous studies, in which the case-based PBL could improve the student' grades and be adapted to different courses. [19][20][21][22][23] With the willingness of good performances in the class, students would strengthen their independent learning and review carefully, which was sometimes beyond the goal designed. [24] Students' feedback of the integrated PBL for the basic and clinical medicine courses were collected.…”

Objective Structured Practical Examination (OSPE) as a Tool for the Formative Assessment of Practical Skills in the Subject of Physiology: A Comparative Cross-Sectional Analysis

“…The primary goal of medical school is to provide students with the knowledge necessary to comprehend the underlying physiological changes that manifest as illness [ 13 ]. The basic goal of medical education is to produce professionals who are up to the task of treating patients [ 14 ]. OSPE assisted students who performed below or above average on tests of cognitive, psychomotor, and attitude skills, suggesting that it is a reliable strategy with a strong capacity to distinguish between various groups of pupils.…”

Effectiveness of Near-Peer-Taught Case Reviews on Students' Confidence in National Board of Medical Examiners (NBME) Exams

“…In addition to the outcome of student comfort, test grades would also be beneficial to measure to provide an objective performance metric. Studies have shown that case-based learning can be associated with improved pathology examination scores [ 5 ] and improved NBME examination scores [ 6 ]. In addition, near-peer education has been correlated with increased scores in anatomy examinations [ 13 , 14 ] and improved USMLE examination scores as well [ 15 ].…”

“…Average bipolar Likert scale responses and standard deviations for each course pre survey and post survey for both the intervention and control group were calculated as well as the average Likert response and standard deviation across all three courses. These were obtained by converting the scale that ranged from 1 to 10, with 1 being strongly disagree to 10 being strongly agree to a 5-point scale where the numbers 1 and 2 represented strongly disagree (1 on the new scale), 3 and 4 represented slightly disagree (2), 5 and 6 represented neutral (3), 7 and 8 represented slightly agree (4), and 9 and 10 represented strongly agree (5). Changes in average Likert responses between pre and post surveys for each course, as well cumulatively, for both the intervention and control groups, were calculated and reported to three decimal places.…”

“…In regard to anatomy education, students have reported increased satisfaction with anatomy lessons when case-based images are integrated into lectures [ 3 , 4 ]. In addition, case-based learning has shown benefits in pathology learning, improved motivation to learn about pathological subjects, and examination scores [ 5 ]. Replacement of traditional didactics with case-based small-group sessions has been shown to significantly improve NBME examination scores [ 6 ].…”