Comparison of perceptions towards modified pbl and didactic lecture among first year medical students in india

Ravindra Maradi, Chandana Bhargavi, K. Kishan, Krishnananda Prabhuvi, Vaideki Bvi, Prashanth N. Dixitvi

Research output: Contribution to journalArticle

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.

Original languageEnglish
Pages (from-to)165-169
Number of pages5
JournalIndian Journal of Public Health Research and Development
Volume10
Issue number9
DOIs
Publication statusPublished - 09-2019

Fingerprint

Problem-Based Learning
Medical Students
India
Learning
Students
Medical Schools
Teaching
Informed Consent
Motivation
Patient Care
Communication

All Science Journal Classification (ASJC) codes

  • Public Health, Environmental and Occupational Health

Cite this

Maradi, Ravindra ; Bhargavi, Chandana ; Kishan, K. ; Prabhuvi, Krishnananda ; Bvi, Vaideki ; Dixitvi, Prashanth N. / Comparison of perceptions towards modified pbl and didactic lecture among first year medical students in india. In: Indian Journal of Public Health Research and Development. 2019 ; Vol. 10, No. 9. pp. 165-169.
@article{4308bef719c84c2e9d61c9f9fae3349e,
title = "Comparison of perceptions towards modified pbl and didactic lecture among first year medical students in india",
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.",
author = "Ravindra Maradi and Chandana Bhargavi and K. Kishan and Krishnananda Prabhuvi and Vaideki Bvi and Dixitvi, {Prashanth N.}",
year = "2019",
month = "9",
doi = "10.5958/0976-5506.2019.02420.3",
language = "English",
volume = "10",
pages = "165--169",
journal = "Indian Journal of Public Health Research and Development",
issn = "0976-0245",
publisher = "R.K. Sharma, Institute of Medico-Legal Publications",
number = "9",

}

Comparison of perceptions towards modified pbl and didactic lecture among first year medical students in india. / Maradi, Ravindra; Bhargavi, Chandana; Kishan, K.; Prabhuvi, Krishnananda; Bvi, Vaideki; Dixitvi, Prashanth N.

In: Indian Journal of Public Health Research and Development, Vol. 10, No. 9, 09.2019, p. 165-169.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Comparison of perceptions towards modified pbl and didactic lecture among first year medical students in india

AU - Maradi, Ravindra

AU - Bhargavi, Chandana

AU - Kishan, K.

AU - Prabhuvi, Krishnananda

AU - Bvi, Vaideki

AU - Dixitvi, Prashanth N.

PY - 2019/9

Y1 - 2019/9

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=85074997414&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85074997414&partnerID=8YFLogxK

U2 - 10.5958/0976-5506.2019.02420.3

DO - 10.5958/0976-5506.2019.02420.3

M3 - Article

AN - SCOPUS:85074997414

VL - 10

SP - 165

EP - 169

JO - Indian Journal of Public Health Research and Development

JF - Indian Journal of Public Health Research and Development

SN - 0976-0245

IS - 9

ER -