Open AccessA comparative study of the effectiveness of problem-based learning versus tutorials in first-year MBBS students
Author(s) -
K M Shruthy
Publication year - 2021
Publication title -
medpulse international journal anatomy/medpluse international journal of anatomy
Language(s) - English
Resource type - Journals
eISSN - 2636-4557
pISSN - 2550-7621
DOI - 10.26611/10011922
Subject(s) - session (web analytics) , curriculum , test (biology) , context (archaeology) , medical education , problem based learning , mathematics education , medicine , significant difference , psychology , pedagogy , computer science , paleontology , world wide web , biology
Background: Anatomy is one of the basic subjects a first- year of M.B.B.S student has to learn. It is the keystone to the foundation of the medical curriculum. Knowledge of Anatomy is extensively related in context to almost every aspect of the Medical Curriculum and practice of medicine. Hence it needs to be taught and learned efficiently by medical graduates. The current study aims to record and analyze the effect of teaching methodologies like problem-based learning (PBL) and tutorials when combined with didactic lecture among first -year medical undergraduate students. Materials and Methods: This comparative study was done at A.C.S Medical College and Hospital .150 first- year M.B.B.S students had given consent to participate in the study. All students attended to didactic lectures. They were randomly split into 2 groups (Group A and Group B-75 in each). Group A and B were further divided into 3 small groups (25 students in each). Both groups are to undergo tutorial and PBL sessions for 4 selected topics in Gross Anatomy of Abdomen during the practical session. A Pre-test followed by a post-test was given to compare the knowledge acquired by the students. Self-administered feedback was taken to understand the preferred methodology. Results: On data analysis, the paired T showed a significant difference between the means of Pre-test and Post-test marks (P=.001) in both the groups exposed to didactic lectures with tutorials and didactic lectures with PBL, thus indicating that knowledge acquired in both teaching-learning methods was of significance. Knowledge gained in didactic lectures with PBL was significantly higher (P=0.001) than from didactic lectures with tutorials. 76% of students preferred and accepted PBL as a better teaching methodology Conclusion: The current study clearly states with PBL is more effective in terms of critical thinking and concept building. However, students want both PBL and tutorial sessions to be included along with didactic lectures.