Student's perception towards learning medical sciences: problem based learning versus lecture based learning methods

Padmanabha, T S; Manu, G; Savkar, Madhav K.; Chandrakantha, T; Neha, Kumari

doi:10.18203/2319-2003.ijbcp20160754

Cited by 2 publications

(1 citation statement)

References 14 publications

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“…[8] Padmanabha TS et al, in 2016 have said that we should sensitize even more early in II phase of MBBS by educational intercession, which will enhance the active contribution of students. [9] In the current study though the B-batch students were aware of the assessment the next day, their pre and post test marks were not significantly different from that of A-batch. The probable reasons could be either presence of more of intellectual students in A-batch or B-batch students did not take it seriously as they have never written such tests in the past.…”

Section: Resultscontrasting

confidence: 51%

Does Pre-Test Accelerate Learning Pattern In Undergraduate Medical Students? A Prospective Study in a Tertiary Care Teaching Hospital in Tamilnadu

Lakshmikandhan¹,

Ramraj²,

Ravinder³

2017

IJPCS

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Objectives: Our objective was to asses if pre-test accelerates learning pattern in undergraduate medical students. Materials and Methods: A prospective study was conducted by the Department of Pharmacology at SRM Medical College Hospital and Research Centre, Kancheepuram district, Tamilnadu. A total of 121 II nd year MBBS students were divided into A and B batches with 61 & 60 students respectively. Objective type questions were prepared from the chapter "Haematinics" and were validated which contained extended match questions. B batch students were informed about the theory class topic the next day which will be preceded by a pre test and a post test at the end of the lecture. They were even given a copy of the topics from which questions were framed. A batch students were unaware about this plan of having pre and post tests the following theory class. On the day of lecture, all the students were given pre-test questions (total no: 20). The answer sheets were collected at the end of specified time period and evaluated. At the end of the lecture class, post test was conducted. Marks were tabulated with a maximum score of 20. Statistical analysis: Paired t-test was used to analyze the data obtained. Mean, Standard deviation and standard error of mean were calculated by feeding the data in SpSS software. Results: Both A and B batches have performed well in post-test than pre-test. p<0.001.Girls have scored more than boys in pre and post test. p<0.001. Discussion & Conclusion: Pretest and post-test way of evaluating students is an effective & feasible way of fun learning. The method of assessment using pre and post test questionnaire should be made mandatory in all medical schools/colleges after every theory class.

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Section: Resultscontrasting

confidence: 51%

Does Pre-Test Accelerate Learning Pattern In Undergraduate Medical Students? A Prospective Study in a Tertiary Care Teaching Hospital in Tamilnadu

Lakshmikandhan¹,

Ramraj²,

Ravinder³

2017

IJPCS

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Enhancing Managerial Skills for Intern-Nurses by Using Problem-Based Learning Strategy

Zaki

Mostafa

Ahmed

2020

Journal of Nursing Science Benha University

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Background: Problem-based learning (PBL) has been implemented throughout the world as an innovative learning method in nursing education and some Egyptian universities have adopted PBL as a learning method to enhance intern-nurses application of knowledge, promotes self-learning, and develops managerial skills. The study aimed to enhance managerial skills for intern-nurses by using problem-based learning strategy. Study Design: A quasi-experimental design was utilized. The study sample: A convenient sample of 124 intern-nurses divided into two groups; Traditional based learning (TBL) group (70 intern-nurses) and PBL group (54 intern-nurses). Study Setting: The study was conducted in the intern-nurses' clinical training areas at Benha University Hospital. Tools: Five tools were used for data collection; (1) Intern-nurses' opinionnaire sheet, (2) Managerial skills knowledge questionnaire, (3) Managerial skills' practice questionnaire, (4) Attitude toward PBL questionnaire and (5) Evaluation questionnaire. Results: The majority of intern-nurses (92.6% & 72.2%) preferred PBL at immediate post and follow up phases respectively than TBL as a strategy of learning. Also, the majority of intern-nurses (96.3% & 87.1%) had satisfactory level of managerial skills knowledge at PBL and TBL group respectively during immediate post program phase. The majority of intern-nurses (87.0%) had positive attitude toward PBL at follow up phase compared to pre-program. Conclusion: There was highly statistically significant difference improvement found in the immediate post program between both groups with higher total mean scores in PBL group than TBL group during immediate post program. Also, there was highly statistically significant positive correlation between total managerial skills' knowledge and total managerial skills' practice at both groups. Recommendations: The study recommended that PBL strategy should be adopted by Faculty of Nursing Benha University for better skills and learning outcome, to allow students' interactions and encourage higher thinking level.

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Student's perception towards learning medical sciences: problem based learning versus lecture based learning methods

Cited by 2 publications

References 14 publications

Does Pre-Test Accelerate Learning Pattern In Undergraduate Medical Students? A Prospective Study in a Tertiary Care Teaching Hospital in Tamilnadu

Does Pre-Test Accelerate Learning Pattern In Undergraduate Medical Students? A Prospective Study in a Tertiary Care Teaching Hospital in Tamilnadu

Enhancing Managerial Skills for Intern-Nurses by Using Problem-Based Learning Strategy

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