Problem Based Learning: Learning from the Experiences of Medical Students

Abstract

Introduction: Problem based learning (PBL) is student centered learning approach that has been implemented in many medical colleges. Since the literature has controversial takes on the utility of PBL, exploring student perspectives might share insights on the contextual merits and demerits of PBL approach.

Aims & Objectives: To evaluate experience of medical students regarding PBL in hybrid integrated curriculum.

Place and duration of study: May to June 2018 at two medical colleges of Lahore (Shalamar Medical College & University College of Medicine and Dentistry.

Material & Methods: Descriptive cross sectional study conducted in May to June 2018 at two medical colleges. Sample size was 188 students of 1^st and 2^nd year MBBS of Institute 1 and 110 students of 1^st and 2^nd year MBBS of Institute 2. Pre validated questionnaire was distributed and students were asked to record their experience about PBL using a 5-point’s Likert scale. Data was analyzed by using non-parametric statistics.

Results: Institute 1 (188 participants), Institute 2 (110 participants), females being 205 (68.79%). Mean score <3 indicates bad experience while >3 indicates good experience about PBL. Results showed that students of both institutes found several key benefits of PBL acquiring critical thinking, problem solving, communication skills and team work. PBL was perceived as better learning approach than lectures. Moreover students of Institute 1 mean score <3.0 showed dissatisfaction regarding tutor performance in PBL facilitation which was statistically significant (0.048).

Conclusion: It is recommended that tutor and student training should be mandatory before introducing PBL. PBL session marks can be included in internal assessment. Only senior faculty and volunteering to facilitate should conduct PBL sessions.