Comparison of Perceptions Towards Modified PBL and Didactic Lecture among First Year Medical Students in India Maradi Ravindra1, Bhargavi Chandana2, Kishan K3,*, Prabhuvi Krishnananda4, Bvi Vaideki5, Dixitvi Prashanth N6 1Associate Professor, Department of Biochemistry, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, Karnataka, India 2Assistant Professor, Department of Anatomy, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, Karnataka, India 3Assistant Professor, Department of Physiology, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, Karnataka, India 4Professor, Department of Biochemistry, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, Karnataka, India 5Post graduate, Department of Biochemistry, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, Karnataka, India 6Associate Professor, Department of Physiology, KIMS, Koppal, Karnataka, India *Corresponding author: Dr. Kishan K, MD, Assistant Professor, Department of Physiology, Center for basic sciences, Kasturba Medical College Bejai, Mangalore, Karnataka, India. E mail: kishan.kadur@manipal.edu, Phone number: 9844085933
Online published on 13 November, 2019. Abstract Background Most of the Western Medical schools have implemented Problem Based Learning (PBL) for many years and found that it facilitates deeper learning and longer retention of knowledge required for the patient care. But in India, because of the high ratio of students to faculty and lack of resources, it is very difficult to implement proper PBL. The present study is done to know the perceptions of medical students towards MPBL (Modified problem based learning) and didactic lecture. Materials and Method 165 students who have completed I MBBS and undergone MPBL and didactic lecture at Kasturba Medical College, Manipal were involved in the study. Informed consent and feedback was taken through a validated questionnaire. A descriptive analysis was done. Results Our study showed didactic lecture is better suited for understanding of medical concepts (58%), examination performance (77%), focus on important issues (59%), understanding and longer retention (57%), coverage of syllabus (82%), learning of new information and clarification of existing information (47%). For motivation, self-directed learning and use of additional learning resources (55%), active involvement (48%), fun and enjoyable (52%), improvement in confidence, communication and presentation skills (75%), critical thinking (51%), leadership qualities and team work (76%), application of basic science knowledge to diagnose the diseases (51%) and integration of preclinical subjects (61%) modified PBL is the preferred method. Conclusions The present study shows that a hybrid model of teaching and learning method (MPBL + Didactic Lectures) is more suitable for Indian Medical Schools than MPBL alone as our students have not been exposed to such Teaching and Learning methods in their pre-professional years. Also our assessment methods are not suitable for evaluation of MPBL. Top Keywords Modified Problem Based Learning, didactic lecture, PBL, Active learning. Top |