KMID : 1038320130100010011
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º¸°ÇÀÇ·á±³À°Æò°¡ 2013 Volume.10 No. 1 p.11 ~ p.11
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Indian medical students¡¯ perspectives on problem-based learning experiences in the undergraduate curriculum: One size does not fit all
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Nanda Bijli
Manjunatha Shankarappa
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Abstract
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Purpose: Problem-based learning (PBL) is a well-established method for facilitating the learning of basic science concepts in the context of clinical cases. Relevant evidence is lacking regarding PBL¡¯s effectiveness and acceptability as perceived by students accustomed to classical traditional teaching in India. Hence, this study gathered students¡¯ opinions on PBL versus Traditional teaching methods to generate a foundation for institutional policymaking and ultimately, changes in the policy of regulatory bodies.
Methods: A total of 773 first year medical students admitted from 2007-2010 in Kasturba Medical College Manipal, Manipal University, India were asked to respond to a 15-item questionnaire evaluating their preferences for PBL or traditional methods such as lectures after undergoing a systematically conducted PBL session in physiology. Their responses were analyzed with an unpaired t-test. Their comments were also collected.
Results: PBL scored significantly higher for most items in the questionnaire for ¡°learning efficiency¡± and ¡°student-teacher relationship¡±. The students¡¯ comments highlighted the importance of a trained tutor/facilitator to enhance the learning process.
Conclusion: Our students are willing to adapt to the PBL method, although they recognize certain benefits of traditional pedagogy. For learning efficiency and the student-teacher relationship, the students feel that neither method holds an advantage. We recommend that the future medical curriculum in India be a hybrid form of PBL and traditional methods with specific training on the unfamiliar PBL approach for both faculty and students.
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KEYWORD
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Medical students, Problem-based learning, Perspectives, Curriculum, Evaluation
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