Incorporating problem based learning into medical curriculum: An experience from a medical college in Mangalore

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

BACKGROUND: The Medical Council of India (MCI) has envisioned a change in the undergraduate medical curriculum by encouraging integrated teaching and Problem Based Learning (PBL). METHODS: In this cross-sectional study 110 medical teachers of Kasturba Medical College, Mangalore were assessed regarding their perception on PBL. Independent t-test was applied to find out the difference in the mean perception scores regarding PBL among the teachers in pre/para-clinical and clinical departments and P < 0.05 was considered statistically significant. RESULTS: PBL as a teaching method was preferred by 65.2% medical teachers. The teachers from clinical departments (Mean 4.1, SD 0.8) perceived PBL sessions to be more effective than the traditional methods than those from the pre-clinical and para clinical departments (Mean 3.7, SD 3.7) and this difference was found to be statistically significant. (P=0.028). CONCLUSION: PBL can complement integrated teaching and motivates students towards self-learning, and apply the learnt concepts of basic specialties to clinical problem solving.

Original languageEnglish
Pages (from-to)344-347
Number of pages4
JournalIndian Journal of Pharmacology
Volume49
Issue number5
DOIs
Publication statusPublished - 01-09-2017

Fingerprint

Problem-Based Learning
Curriculum
Teaching
India
Cross-Sectional Studies
Learning
Students

All Science Journal Classification (ASJC) codes

  • Pharmacology
  • Pharmacology (medical)

Cite this

@article{605f8c180d4244ff830dc60e22befe3f,
title = "Incorporating problem based learning into medical curriculum: An experience from a medical college in Mangalore",
abstract = "BACKGROUND: The Medical Council of India (MCI) has envisioned a change in the undergraduate medical curriculum by encouraging integrated teaching and Problem Based Learning (PBL). METHODS: In this cross-sectional study 110 medical teachers of Kasturba Medical College, Mangalore were assessed regarding their perception on PBL. Independent t-test was applied to find out the difference in the mean perception scores regarding PBL among the teachers in pre/para-clinical and clinical departments and P < 0.05 was considered statistically significant. RESULTS: PBL as a teaching method was preferred by 65.2{\%} medical teachers. The teachers from clinical departments (Mean 4.1, SD 0.8) perceived PBL sessions to be more effective than the traditional methods than those from the pre-clinical and para clinical departments (Mean 3.7, SD 3.7) and this difference was found to be statistically significant. (P=0.028). CONCLUSION: PBL can complement integrated teaching and motivates students towards self-learning, and apply the learnt concepts of basic specialties to clinical problem solving.",
author = "Nithin Kumar and Tanuj Kanchan and Bhaskaran Unnikrishnan and Rekha Thapar and Prasanna Mithra and Vaman Kulkarni and Ramesh Holla and Darshan Bhagwan and Yeshwanter Radhakrishnan",
year = "2017",
month = "9",
day = "1",
doi = "10.4103/ijp.IJP_492_16",
language = "English",
volume = "49",
pages = "344--347",
journal = "Indian Journal of Pharmacology",
issn = "0253-7613",
publisher = "Medknow Publications and Media Pvt. Ltd",
number = "5",

}

TY - JOUR

T1 - Incorporating problem based learning into medical curriculum

T2 - An experience from a medical college in Mangalore

AU - Kumar, Nithin

AU - Kanchan, Tanuj

AU - Unnikrishnan, Bhaskaran

AU - Thapar, Rekha

AU - Mithra, Prasanna

AU - Kulkarni, Vaman

AU - Holla, Ramesh

AU - Bhagwan, Darshan

AU - Radhakrishnan, Yeshwanter

PY - 2017/9/1

Y1 - 2017/9/1

N2 - BACKGROUND: The Medical Council of India (MCI) has envisioned a change in the undergraduate medical curriculum by encouraging integrated teaching and Problem Based Learning (PBL). METHODS: In this cross-sectional study 110 medical teachers of Kasturba Medical College, Mangalore were assessed regarding their perception on PBL. Independent t-test was applied to find out the difference in the mean perception scores regarding PBL among the teachers in pre/para-clinical and clinical departments and P < 0.05 was considered statistically significant. RESULTS: PBL as a teaching method was preferred by 65.2% medical teachers. The teachers from clinical departments (Mean 4.1, SD 0.8) perceived PBL sessions to be more effective than the traditional methods than those from the pre-clinical and para clinical departments (Mean 3.7, SD 3.7) and this difference was found to be statistically significant. (P=0.028). CONCLUSION: PBL can complement integrated teaching and motivates students towards self-learning, and apply the learnt concepts of basic specialties to clinical problem solving.

AB - BACKGROUND: The Medical Council of India (MCI) has envisioned a change in the undergraduate medical curriculum by encouraging integrated teaching and Problem Based Learning (PBL). METHODS: In this cross-sectional study 110 medical teachers of Kasturba Medical College, Mangalore were assessed regarding their perception on PBL. Independent t-test was applied to find out the difference in the mean perception scores regarding PBL among the teachers in pre/para-clinical and clinical departments and P < 0.05 was considered statistically significant. RESULTS: PBL as a teaching method was preferred by 65.2% medical teachers. The teachers from clinical departments (Mean 4.1, SD 0.8) perceived PBL sessions to be more effective than the traditional methods than those from the pre-clinical and para clinical departments (Mean 3.7, SD 3.7) and this difference was found to be statistically significant. (P=0.028). CONCLUSION: PBL can complement integrated teaching and motivates students towards self-learning, and apply the learnt concepts of basic specialties to clinical problem solving.

UR - http://www.scopus.com/inward/record.url?scp=85042851708&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85042851708&partnerID=8YFLogxK

U2 - 10.4103/ijp.IJP_492_16

DO - 10.4103/ijp.IJP_492_16

M3 - Article

AN - SCOPUS:85042851708

VL - 49

SP - 344

EP - 347

JO - Indian Journal of Pharmacology

JF - Indian Journal of Pharmacology

SN - 0253-7613

IS - 5

ER -