Problem-based learning versus lecture-based learning in pharmacology in a junior doctor teaching program: a crossover study from northern India

Abstract

Background:The undergraduate MBBS training in our country is still in the traditional mode. The main part of the curriculum consists of lecture, tutorial, practical and ward teaching classes with a limited number of problem based session. The objective of the study was undertaken to compare PBL with LBL in terms of students' knowledge retention in the subject of Pharmacology in undergraduate medical training. Methods: The current survey was planned and executed by the Department of Pharmacology in collaboration with Medical Education Unit, MSDS Medical College, Fatehgarh in the batch currently posted in the Department of Pharmacology for practical classes. Fifty MBBS students posted were enrolled for the study and were divided in 2 groups. One of the topics was presented as LBL for the first group and as PBL for the second group. The other topic was presented as PBL for the first group and as LBL for the second group. Intervention and control groups were taken as those used PBL and LBL respectively. T test was used to compare mean scores obtained by students in the intervention and control groups. Results: Mean scores obtained by students in the intervention group (topics learnt with PBL) were higher (3.80 Vs 2.84) than mean scores obtained by students in the control group (topics learnt with LBL). Mean scores obtained by students in the intervention group were higher (3.72 Vs 2.96) than mean scores obtained by students in the control group. Conclusions: The current study indicates usefulness of Problem-based learning (PBL) over Lecture-based Learning (LBL) in terms of retention of knowledge. However further studies involving more number of students are warranted in order to generate stronger evidence on this tool for improving medical education in our setup.

Effectiveness of case scenario-based learning over didactic lectures on teaching pediatric infectious diseases to undergraduate medical students

“…The results were consistent with the study by Imran et al, where case-based learning group had more retention of knowledge. 7 This is one of the few studies that showed that the Problem based learning had better outcome than other methods of learning.…”

“…6 Case based learning is an efficient teaching learning method in terms of retention of knowledge. 7 According to a study student in the problem based group gained more knowledge and had higher motivation toward learning compared to students in the lecture group. 8 Sunil Nettath evaluated the efficacy of problem-based learning in 13 medical students using problem-case scenario.…”

Information Services with Problem Based Learning Method to Reduce Academic Stress

“…These results are in accordance with previous studies, the PBL method helps students understand the information provided. In addition, PBL makes students more interested in participating in learning, develops independent learning skills, develops the scope of knowledge, and develops analytical skills (Huo, Yang, & Gong, 2016;Imran et al, 2015;Pan, 2014).…”

Comparison of cognitive domain scores after lecture-based and problem-based learning in community medicine

“…A study from North India also found that the students who underwent PBL obtained higher mean scores as compared to their counterparts who were exposed to LBL. 16 A study from Peshawar, Pakistan, on 146 thirdyear MBBS students concluded that PBL was more effective than LBL in the academic performance of medical students since the mean scores in the former group were higher. 17 Similar results have been reported by comparative studies from England and The Netherlands.…”