Comparative study: Medical Physiology teaching in hybrid problem based learning (PBL) vs. integrated system teacher centered teaching

Abstract

A new medical program that uses PBL approach was compared to an existing integrated system approach at two different schools in regards to the physiology mapping that includes content, timetable, assessment methods implemented and student performance. The objectives set by the APS forms a background for all medical school programs worldwide were used. Thorough analysis of all blocks and/or courses of the two learning system approaches were undertaken for major and minor objectives. Timetable and performance of the students in the two program approaches were compared and analyzed. The two groups were identical in terms of meeting the major objectives set by the APS. Although a lot of these objectives were set to be met by the students as self study assignment in the PBL approach rather than through lectures given by teachers in the integrated system approach. A lot of minor objectives are met in the integrated system approach compared to little minor objectives were met by the PBL approach. The performance in summative assessment was significantly better in integrated system approach compared to PBL approach, although this tends to be less with advancing years of study. The timetable was identical in both programs. Physiology objectives had not been compromised by the PBL system although they were moved from being delivered by teachers to being acquired through self and group study by the students. Better methods of assessment should be implemented in PBL system approach and students self study should monitored more carefully. Key words: Integrated system, problem based learning (PBL), integrated system approach, physiology teaching.