Problem Based Learning In Comparison To Traditional Teaching As Perceived By the MBBS Students of a North Indian Teaching Hospital

Abstract

Objectives: To compare lecture based learning (LBL) with problem based learning (PBL). Methods: A cross sectional prospective study was carried out among 145 3 rd year MBBS students in Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was collected by means of structured questionnaire. Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both. Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while 106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%) respondents preferred present scenario (LBL parallel with PBL)in JNMC. Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts. There is need to improve the information resources for PBL and enhancement of practical knowledge of students.