Abstract
Background: Reviewing the teaching program at regular intervals and modifications in the teaching methodologies with understanding perceptions and opinions of medical students regarding teaching learning may prove useful in improving the teaching of pharmacology. The objective of the current study was to compare the effectiveness and to assess perception of Problem based learning (PB) and lecturer based learning (LB) in conveying the medical facts in pharmacology.
 Methods: A questionnaire was distributed to the students and asked to score each individual statement regarding LBL and PBL. The median total scores and median with interquartile range of individual statements was calculated. A comparison between questions that support LBL or PBL was performed. Student t-test was employed to compare the mean scores of different groups.
 Result: Among of one hundred and thirty five (135) students, only one hundred and ten (110) student participated in this study. The individual median score was 37 when compared to possible total score of 55. The total score (mean ± standard deviation for question 4-7 related to LBL was 2.920±0.614 and that of the questions 8-11 related to PBL was 3.863 ±0.738. This difference found statistically significant (p<0.05)
 Conclusion: Students had more positive perception on PBL compared to the LBL. In PBL, Student analyses the problem through self-directed efforts, solves the given problem by applying knowledge and skills followed by group discussions in adequate infrastructure, trained faculty, well-equipped library and internet facility which is always superior to didactic lectures.
Highlights
The total score
The median scores and interpercentile range of individual statements shown in Table 1 and student perception on general information on Lecture-Based Learning (LBL) and Problem-Based Learning (PBL) and students perception towards LBL and PBL shown as Table 2,3,and 4 respectively
A Similar type of study had done by Lalit Mohan et al[9] on 2014 in India, which shows total score for the questions numbered 4-7 related to LBL was 3.239±0.051, and that of the questions numbered 8-11 related to PBL was 4.064±0.056, indicate PBL is useful than LBL
Summary
Teaching in pharmacology uses a combination of lectures, problem based learning, practical and small group discussions[1, 2] Understanding current perceptions and opinions of medical students regarding learning pharmacology may prove useful in improving the teaching of this discipline. 3. Reviewing the teaching program at regular intervals and modifications in the teaching methodologies with understanding perceptions and opinions of medical students regarding teaching learning may prove useful in improving the teaching of pharmacology. This difference found statistically significant (p
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