Pandurang Narhare1, Padmakar Sasane2, Revathi Mohanan3, Mriganka Baruah4 1,
BACKGROUND
The motivation to learn begins with a problem. The ideology of problem-based
learning (PBL) is to encourage the students to think beyond the books and apply
the basic knowledge to various clinical scenarios. Problem based learning has
been a concept in existence for decades, yet its implementation in medical
education is limited. So the study on PBL was taken up to know analytical skills,
comprehensive understanding of disease process and inculcate the practice of
self-directed learning in physiology.
METHODS
This was an educational interventional study carried out on 60 first MBBS
students chosen by simple random sampling. Students were further randomly
divided into two groups containing 30 students in the control group and 30
students in the study group. Control group was taught by didactic lectures. 10
clinical scenarios were given to study group and discussions were conducted
under the moderation of faculties. Objective evaluation was performed using
pre-test and post-test examination for both groups. Subjective evaluation of
attitude in study group towards PBL was recorded using self-developed
questionnaire using Likert’s scale. Data was analysed by using paired students t
test.
RESULTS
The mean pre-PBL (9.83±4.88) and post-PBL scores (15.61 ± 2.99) in study
group were significant (p < 0.00001). The comparison of mean scores of postdidactic
lectures (12.88 ± 3.13) in control group and post-PBL (15.61 ± 2.99) in
study group were significant (p < 0.001). Subjective evaluation using Likert’s
scale revealed increased interest in active learning, better confidence,
communication, comprehension, and motivation amongst the PBL group.
CONCLUSIONS
From the results of this study, it can be concluded that problem-based learning is
a good supplementary tool in teaching physiology, and it can be included in the
regular medical teaching programmes so that the students have a better
understanding of the various challenges in the field of medical education and
research so that newer strategies for better health care provision can be
planned.
