Comparative Study on Problem Based Learning against Conservative Learning Method among Undergraduate Medical Students
DOI:
https://doi.org/10.61841/eptfep66Keywords:
Critical Thinking, MBBS, Medical Curriculum, Problem Based Learning, Teaching ToolAbstract
Problem-based learning (PBL) has been found to be an effective tool for lifelong learning. PBL and routine lectures are different in so many ways, as PBL requires active participation of the students. In PBL, the problem has to be analyzed by the student(s) himself, and then it has to be understood, and he has to find a solution to the problem, which will eventually improve the cognitive ability and thought processes of the students. The medical stream is different from others in that, in this field, professionals have to develop lifelong learning habits. Moreover, to become a successful doctor, one should develop the skills to integrate the basic medical sciences with the clinical subjects. Through PBL, lifelong learning can be accomplished, and it can be an effective tool. PBL is different from routine lectures as it makes the students participate actively. The aim of this study is to analyze the validity of problem-based learning (PBL) as a teaching tool and the perceptions of the students. Phase I MBBS students, 150 in total, have voluntarily participated in the study. All the students were randomly divided into 10 groups, with each group having one teaching faculty member in charge. Before and after each PBL session, a multiple-choice question (MCQ) test was conducted. Along with regular teaching, most of the students preferred to have PBL. The favorable response, acceptability, and positive impact on the students made us continue using more PBL sessions. Further, conducting workshops on PBL may help the medical faculties who are all involved in curriculum development to consider PBL to be incorporated in the medical curriculum, since it can have a positive impact on the process of learning. And the implementation of PBL in the medical curriculum requires a greater number of multicenter studies that can establish the need for PBL and its benefits in the teaching process of student populations.
Downloads
References
[1] Ahmad, M., 2011. Effect of problem-solving teaching strategy on the performance of 8th-grade students.
PhD unpublished thesis, University of the Punjab, Lahore.
[2] Albano, M. G., Cavallo, F., & Hoogenboom, R., 1996. An international comparison of knowledge levels of
medical students: the Maastricht Progress Test, Journal of Medical Education, 239-245.
[3] Chin, C. & Chia, L. G., 2004. Problem-based learning: Using students' questions to drive knowledge
construction, Journal of Science Education, 88(5).
[4] Dyer, J. E., & Osborn, E. W., 1996. Effects of teaching approach on problem solving ability of agricultural
educate students with varying learning styles. Journal of Agricultural Education, 37, No. 4, 1996.
[5] Iqbal, M, 2004. Effect of cooperative learning in academic achievement of secondary school students in
mathematics (unpublished PhD thesis), University of Arid Agriculture Rawalpindi (Pakistan), pp. 2-3.
[6] Khan, A., Akhter, A., & Hukmadad, 2010. Asian school science. Effect of using problem solving method in
teaching mathematics on the achievement of mathematics students.
[7] Kousar, P., 2010. Effect of the problem-solving approach on academic achievement of students in mathematics at the secondary level. Contemporary Issues in Education Research.
[8] Stepin, W. J., & Gallagher, S. A., 1993. Problem-based learning: As authentic as it gets. Educational Leadership, 50(7).
[9] Tang, J., & Huang, M., 2006. An application of problem-solving model on the auto mechanics practicum course in vocational high schools Journal of Education and Psychology, 29(3).
[10] Yusof, M. Y. & Tall, D. O., 1995. Professors’ perceptions of students’ mathematical thinking: Do they get what they prefer or what they expect? In L. Meira & D. Carraher (Eds.), Proceedings of PME 19, II, pp. 170–17.
Downloads
Published
Issue
Section
License
Copyright (c) 2020 AUTHOR
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
