Effect of Problem Based Learning in Comparision With Lecture Based Learning in Forensic Medicine
Year: 2015
Type: article
Abstract: BACKGROUND: \nProblem based learning (PBL) is an approach to learning and \ninstruction in which students tackle problems in small groups under the supervision of a teacher. \nThis style of learning assumed to foster increased retention of knowledge, improve student’s \ngene \nral problem solving skills, enhance integration of basic science concepts in to clinical \nproblems, foster the development of self \n- \ndirected learning skills and strengthen student’s intrinsic \nmotivation. \nAIM: \nThe study was conducted to compare the effect of \nProblem based learning in \ncomparison with lecture based learning. \nSETTING: \nA cross \n- \nsectional study was conducted \namong 2nd year MBBS students of Jubilee Mission Medical College and Research Institute, \nThrissur during the period of December 2014 to March 20 \n15. \nMETHODOLOGY: \nThe batch is \ndivided into two groups (A & B), 45 in each group. By using PBL method, blunt force injuries were \ntaught to Group \n- \nA and sharp weapon injuries to group \n- \nB. By using lecture based learning (LBL) \nmethod blunt force injuries were t \naught to Group \n- \nB and sharp weapon injuries to group \n- \nA. At the \nend of the session a test in the form of MCQ was conducted on the students to evaluate their \nlearning outcome. \nOBSERVATION AND RESU \nLTS: \nIn session I, the average test score of LBL \ngroup was 8.16 \nand PBL group was 12. The difference was statistically significant. In session \n- \nII \nalso 45 students has participated each in LBL and PBL classes. The average of test score of LBL \ngroup was 7.267 and PBL was 11.289, which was highly significant statistical \nly \n. \nCONCLUSION: \nStudy has proven that problem based learning is an effective teaching learning method when \ncompared to conventional lecture based learning.
Author: Padma kumar K
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W3034855895