Bajaj Preeti1, Ahuja Ashish2, Gosavi Shriram3. 1. Professor, Department of Pathology, Dr Vasantrao Pawar Medical College, Hospital & Research Centre , Nashik- 42003, India . 2. Associate Professor, Department of Surgery, Dayanand Medical College & Hospital , Ludhiana, Punjab, India . 3. Assistant Professor, Department of Preventive & Social Medicine, Dr Vasantrao Pawar Medical College, Hospital & Research Centre , Nashik- 42003, India .
Abstract
INTRODUCTION: As the "Science of Medicine" is getting advanced day-by-day, need for better pedagogies & learning techniques are imperative. Problem Based Learning (PBL) is an effective way of delivering medical education in a coherent, integrated & focused manner. It has several advantages over conventional and age-old teaching methods of routine. It is based on principles of adult learning theory, including student's motivation, encouragement to set goals, think critically about decision making in day-to-day operations. Above all these, it stimulates challenge acceptance and learning curiosity among students and creates pragmatic educational program. AIM AND OBJECTIVES: To measure the effectiveness of the "Problem Based Learning" as compared to conventional theory/didactic lectures based learning. MATERIAL AND METHODS: The study was conducted on 72 medical students from Dayanand Medical College & Hospital, Ludhiana. Two modules of problem based sessions designed and delivered. Pre & Post-test score's scientific statistical analysis was done. Student feed-back received based on questionnaire in the five-point Likert scale format. RESULTS: Significant improvement in overall performance observed. Feedback revealed majority agreement that "Problem-based learning" helped them create interest (88.8 %), better understanding (86%) & promotes self-directed subject learning (91.6 %). Substantial improvement in the post-test scores clearly reveals acceptance of PBL over conventional learning. CONCLUSION: PBL ensures better practical learning, ability to create interest, subject understanding. It is a modern-day educational strategy, an effective tool to objectively improve the knowledge acquisition in Medical Teaching.
INTRODUCTION: As the "Science of Medicine" is getting advanced day-by-day, need for better pedagogies & learning techniques are imperative. Problem Based Learning (PBL) is an effective way of delivering medical education in a coherent, integrated & focused manner. It has several advantages over conventional and age-old teaching methods of routine. It is based on principles of adult learning theory, including student's motivation, encouragement to set goals, think critically about decision making in day-to-day operations. Above all these, it stimulates challenge acceptance and learning curiosity among students and creates pragmatic educational program. AIM AND OBJECTIVES: To measure the effectiveness of the "Problem Based Learning" as compared to conventional theory/didactic lectures based learning. MATERIAL AND METHODS: The study was conducted on 72 medical students from Dayanand Medical College & Hospital, Ludhiana. Two modules of problem based sessions designed and delivered. Pre & Post-test score's scientific statistical analysis was done. Student feed-back received based on questionnaire in the five-point Likert scale format. RESULTS: Significant improvement in overall performance observed. Feedback revealed majority agreement that "Problem-based learning" helped them create interest (88.8 %), better understanding (86%) & promotes self-directed subject learning (91.6 %). Substantial improvement in the post-test scores clearly reveals acceptance of PBL over conventional learning. CONCLUSION: PBL ensures better practical learning, ability to create interest, subject understanding. It is a modern-day educational strategy, an effective tool to objectively improve the knowledge acquisition in Medical Teaching.
Entities:
Keywords:
Medical Education; Modern Vs. Conventional Teaching
Authors: Katinka J A H Prince; Patrick W L J van Eijs; Henny P A Boshuizen; Cees P M van der Vleuten; Albert J J A Scherpbier Journal: Med Educ Date: 2005-04 Impact factor: 6.251