Assessing Students’ Response to Problem Based Learning as a Teaching Methodology for Teaching Physiology in a Dental College Vasudeva Ruchita1,*, Das Sibadatta2, Sodhi SPS3 1Professor and Head, Dept. of Physiology, Dasmesh Institute of Research and Dental Sciences, Talwandi Road, Faridkot 2Associate professor, Physiology, SHKM GMC, Nalhar, Nuh 3Principal and Prof. and Head, Oral & Maxillofacial Surgery, Dasmesh Institute of Research and Dental Sciences, Talwandi Road, Faridkot *Corresponding Author: Dr. Ruchita Vasudeva, E mail: ruchitavasudeva6@hotmail.com
Online published on 22 August, 2019. Abstract Introduction Despite many innovations in teaching methods, we don't find many examples of implementation of new methodologies in practice. Applying problem based learning (PBL) as a teaching methodology, to the students not exposed previously to this technique is a challenge worth exploring. Material and Method The current study was designed at Physiology Deptt. of Dasmesh Institute of Research and Dental Science, Faridkot. PBL was employed in teaching one clinically related topic of physiology to first year dental students. 100 undergraduate students of first year were explained PBL methodology and divided into ten groups. They were given problems representing findings in different types of anaemias. The students were encouraged to find the study goals and learning issues. The teacher acted as facilitator, listening and guiding them to find the answers. Students were evaluated on finding the lectures interesting, motivation to participate and how useful they found the tutorials etc. This evaluation was done both before and after the study. Results It was found that students rated PBL clearly higher as far as finding lectures interesting and the grasp of clinical aspects was concerned. They also preferred PBL mode of learning. But they expressed complaints about group participation. Students who were attentive during PBL tutorials were less as compared to traditional lectures. The usefulness of PBL as well as problems in implementing PBL were identified in this study. Conclusion The study provided a good experience for both the students and the teacher in PBL. Although covering the whole syllabus under PBL would require a drastic change in present curriculum, this study reveals that some portions should definitely be PBL oriented to make the lectures more motivating and interactive. Top Keywords PBL, teaching methodology, facilitator, learning, dental, innovations. Top |