Perceptions regarding Problem-Based Learning as a Teaching Learning Strategy among medical students
Perceptions regarding Problem-Based Learning as a Teaching Learning Strategy among medical students
DOI:
https://doi.org/10.70284/njirm.v7i4.1112Keywords:
Perceptions, Problem based learning, Teaching Learning StrategyAbstract
Background & Objectives: Problem-based learning (PBL) in medical education can be considered as the most significant innovation in educational tools in the past 35 years. This study was conducted to evaluate the students’ perceptions regarding PBL which will provide inputs to rectify the curriculum. Methods: The study was conducted in two years on two batches of 100 students each. Six PBL exercises on different topics were successively allotted to each batch of students in groups of 15-18. At the end of each year, the students were asked to fill a 21-item questionnaire on a 5-point Likert scale, regarding their perceptions for PBL. The mean/median scores of ≥3 was considered as positive attitude towards PBL Results: For 20 items related to PBL as T-L strategy and its effect on professional attitude, the mean/median scores was observed to be ≥3. Mean score of 2.04 and median score of 2 was found for the item that considered PBL as a waste of time; reinforcing the liking for PBL. Interpretation and Conclusion: PBL empowers students to engage in collaborative learning, improves inter-personal skills, enhances pre-existing knowledge and develops a professional attitude. It is recommended that it should be integrated in future Indian medical curriculum. [Manisha JNJIRM 2016; 7(4): 87-91]
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