Comparison of the effectiveness between problem-based learning and lecture class in pharmacology for medical undergraduates

Abstract

Background: Problem-based learning (PBL) originated at Case Western Reserve University in the late 1950s and it uses clinical cases or structured problems to kindle questioning, critical thinking, problem solving skills, self-learning skills, and develop team work and application of knowledge by a curriculum reformation by medical faculty. This was a cross over educational interventional study done for a period 6 months after getting IRB clearance. Aim and Objectives: The objectives of the study are as follows: (1). To determine the effectiveness of flipped classroom compared to lecture class in teaching rational drug prescription. (2) To compare the perception of students about either methods. Materials and Methods: The students were allocated into two groups X and Y with 13 students in one group and 12 in the other group. Each group was subdivided into five subgroups. Lecture class and PBL were done in a cross over model with two topics, namely, pharmacotherapy of depression and antitubercular therapy. The academic scores and perception of students with these two methods were compared. Results: There was no statistical difference in the academic scores by the students who received lecture and PBL session for antidepressants and antitubercular therapy. However, majority of the participants had a positive perception toward PBL as compared to lectures. Conclusion: Students rated PBL to be more effective in improving teacher- student interaction, developing communication skills and team work, and generating enthusiasm in learning the topic.