Comparison of the problem based learning-driven with the traditional didactic-lecture-based curricula

Muhammad A Zahid,Ahmed M Mohammed,Ramani Varghese,Adel K Ayed

doi:10.5116/ijme.5749.80f5

Muhammad A Zahid, Ahmed M Mohammed + Show 2 more

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https://doi.org/10.5116/ijme.5749.80f5

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Abstract

ObjectivesTo compare the Problem-based learning (PBL) with the traditional lecture-based curricula. MethodsThe single best answer Multiple Choice Questions (MCQ) and the Objective Structured Clinical Examination (OSCE) were used to compare performance of the lecture-based curriculum with the PBL medical student groups. The reliability for the MCQs and OSCE was calculated with Kuder-Richardson formula and Cronbach’s alpha, respectively. The content validity of the MCQs and OSCE were tested by the Independent Subject Experts (ISE). The Student’s t-test for independent samples was used to compare the item difficulty of the MCQs and OSCE’s, and the Chi-square test was used to compare the grades between the two student groups. ResultsThe PBL students outperformed the old curriculum students in overall grades, theoretical knowledge base (tested with K2 type MCQs) and OSCE. The number of the PBL students with scores between 80-90% (grade B) was significantly (p=0.035) higher while their number with scores between 60 to 69% (grade C) was significantly p=0.001) lower than the old curriculum students. Similarly, the mean MCQ and the OSCE scores of the new curriculum students were significantly higher (p = 0.001 and p = 0.025, respectively) than the old curriculum students. Lastly, the old curriculum students found the K2-MCQs to be more (p = 0.001) difficult than the single correct answer (K1 type) MCQs while no such difference was found by the new curriculum students. ConclusionsSuitably designed MCQs can be used to tap the higher cognitive knowledge base acquired in the PBL setting.

Highlights

The Problem-based learning (PBL) model is a wellestablished learning method, where students take center stage in case-based, self-directed learning.[1,2] It is claimed that the PBL adopts problem-solving approach and goes beyond rote memorization and simple acquisition of knowledge attributed to the traditional didactic lecturebased teaching
Comparison of Multiple Choice Questions (MCQ) scores The post-test item analysis showed that the old curriculum students found K2-questions to be significantly (p = 0.001) more difficult than K1-questions while no such difference was found by the new curriculum students (Table 3)
Our findings suggest that the PBL-based curriculum students performed significantly better than the didactic lecture-based curriculum students both in theoretical knowledge base (K2 type MCQs) and clinical examination (OSCE)

Summary

Introduction

The Problem-based learning (PBL) model is a wellestablished learning method, where students take center stage in case-based, self-directed learning.[1,2] It is claimed that the PBL adopts problem-solving approach and goes beyond rote memorization and simple acquisition of knowledge attributed to the traditional didactic lecturebased teaching. In the PBL, the students draw upon their existing knowledge and engage in active learning with particular relevance to the given learning topics as opposed to the passive learning, based on teacher-designed lectures and instructions. Since its introduction more than four decades ago, and subsequent endorsement by the Association of Medical Colleges and the World Federation of Medical Education, the PBL has swept the world of medical education, and the literature is replete with descriptions, developments, and implementation of the PBL-driven curricula.[3,4] The studies evaluating the efficacy of the PBL, have produced conflicting results.[5,6] The PBLbased curriculum has been shown to be more effective in promoting clinical competency but its efficacy in promoting theoretical knowledge base has been questioned, and some studies have even reported deficiencies in the knowledge base in the PBL student subgroups.[1,6,7] Despite its widespread worldwide introduction, the advantages of the PBL over the traditional curriculum have not been categorically established, and both the proponents and opponents of the

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