Problem Based Learning: What and Why

Iberoamerican Journal of Medicine , 2020

Problem-based learning (PBL) is a cornerstone of modern medical education. Principles of PBL are the construction of knowledge, prior knowledge activation, organization of knowledge, elaboration of knowledge, stepwise transfer across contexts and cooperation with other learners. It provides the ability to identify the knowledge, generate and analyze hypotheses that lead to the differential diagnosis of the case according to the complaint of the patient by using history taking, physical exam, and investigations. Application of any innovation such as PBL faces many challenges and obstacles that are related to the students, tutors, learning environment and other stakeholders. We can overcome these obstacles by more training sessions for tutors and students. In addition, the construction of PBL curriculum should be based on a community-oriented approach because it depends on the priorization of common health problems in the surrounding community.

2020

Introduction: Problem based learning (PBL) is student centered learning approach that has been implemented in many medical colleges. Since the literature has controversial takes on the utility of PBL, exploring student perspectives might share insights on the contextual merits and demerits of PBL approach. Aims & Objectives: To evaluate experience of medical students regarding PBL in hybrid integrated curriculum. Place and duration of study: May to June 2018 at two medical colleges of Lahore (Shalamar Medical College & University College of Medicine and Dentistry. Material & Methods: Descriptive cross sectional study conducted in May to June 2018 at two medical colleges. Sample size was 188 students of 1st and 2nd year MBBS of Institute 1 and 110 students of 1st and 2nd year MBBS of Institute 2. Pre validated questionnaire was distributed and students were asked to record their experience about PBL using a 5-point’s Likert scale. Data was analyzed by using non-parametric statistics....

2016

Introduction: The aim of our study was to perform a benchmarking of traditional teaching and PBL methods of training medical students. The main goal was to identify what are the gaps and priorities of both methods, and to analyze which of those methods is more suitable and sustainable for our curriculum. Methods: A benchmarking of the traditional curriculum of training medical students in Nicolae Testemitanu State University of Medicine and Pharmacy and PBL curriculum used in Aalborg University was done. Results: Traditional methods of training used for more than seventy years in our University had proved its sustainability, but nevertheless problem based learning was analyzed as a new challenge for gaining sustainable knowledge base attained by collaboration both in projects and self-directed learning, problem solving, communication and dissemination of information, developing clinical and critical thinking at interdisciplinary level and higher employment opportunities for graduates.

2015

or more PBL sessions Intervention: a self-administered questionnaire comprising 15 close-ended questions with a 5-point Likert scale responses Main Outcome Measures: Student's perceptions and opinions Results: Overall, students had a positive perception towards all the items; self-learning, critical thinking, integration of basic concepts into clinical science, identifying gaps in knowledge and improved problem solving skills. The mean value of all items was 19.77 ± 2.61 out of 25. Students who perceived that PBL stimulates critical thinking and 90.4% agreed that PBL integrates basic science with clinical knowledge. Although 73.1% of students found that PBL motivates self-learning, majority disagreed about increasing the frequency of PBL. Also, most of students were against increasing marks allocated for the assessment of PBL. Almost three quarters of students realized the value of PBL in improving communication skills and interpersonal relations. Students who thought that PBL is a preferable teaching tool for clinical concepts amounted to 69.2%. Conclusion: Overall, students perceived PBL positively. While positive perception was maximum for integration of basic science into clinical knowledge and critical thinking, problem solving. Students also valued PBL in enhancing communication skills and promoting positive interpersonal relations. However, majority of students disagreed to have more frequent PBL sessions or to increase PBL exam marks.

National journal of integrated research in medicine, 2016

Background and Objectives: Problem-based learning (PBL) is an innovative educational approach in which the students determine what they need to learn. The present study was done to review the pros and cons of PBL, with the aim to introduce reforms in the traditional teaching methodology.Methods: A total of 200 MBBS students participated in the study. Six PBL exercises were allotted to the students and after their completion, they were asked to fill the questionnaire regarding their perceptions about PBL on a 5-point Likert scale, as well as open ended questions to elicit two reasons each for liking and disliking PBL.Results: Regarding the students' perceptions, the mean/median scores of all the items was found to be ≥ 3, indicating the positive inclination of students towards PBL. The major favourable factors of PBL were the opportunity of group discussion (16%) and better understanding (15.8%). The major drawbacks in PBL were that preparation required more time (20.5%), inadequate discussion (12.8%) and large group size(11.0%) Interpretation and Conclusion: Students generally favour PBL, as it enhances their ability to handle and solve real-life problems; however, few of the challenges are also accompanied with it which should be looked into to improvise it.

2006

Objective: To assess the process of problem-based learning (PBL) as perceived by the medical students and their opinions regarding the process. MethodS: A cross-sectional study was conducted at Karachi Medical and Dental College. One hundred and four medical students of fourth year MBBS (52 each of batch 2004 and 2005) were selected for their responses and feedback on problem-based learning in small groups. Data was collected through a closed-ended questionnaire. Results: Seventy nine percent (82 out of 104) of medical students liked the PBL sessions. Overall 85% of students were motivated towards self learning while liking for PBL was 82%. Activation of prior knowledge was observed by 83% students. Conclusion: Students supported problem-based learning (PBL) as an effective method of learning. Majority of students were motivated towards self-learning. They were convinced that PBL helped them in building up communication skills, interpersonal relationship and problem solving capacity (JPMA 56:430;2006).

InternatIonal archIves of MedIcIne, 2015

Background: Problem Based Learning (PBL) has been increasing adopted in medical school worldwide. Problem based learning is an instructional strategy in which learner-centred method is utilised and “problems” are used as the focus of learning in small groups. Problem- based learning grounded in cognitive theory and with its origins in medical education, is a useful approach for teaching students how to think critically and solve problems they will encounter. Objectives: To determine the student’s perception and usefulness of problem based learning among the clinical specialties of medical departments of Melaka Manipal Medical College. Methodology: College based cross sectional study was conducted at Melaka Manipal Medical College, Melaka, Malaysia from August to October 2012. Self-administered questionnaires were distributed to final year medical students who had undergone PBL classes in all discipline. Data were analyzed by using SPSS 16 software. To assess perception, five points Likert scale was used for scoring. Results: There were 220 students participated in this study and ma- jority of the respondents were Malay 84 (38.2%) with mean age of 23 years (SD: 0.88). Most of the students (78.3%) perceived that facilitator motivated them to study during the session, (76.9%) percei- ved that PBL classes were well plan and structure and (75%) of them perceived that PBL classes helped them to identify the weakness in learning topics and to develop communication skill. Regarding useful- ness of PBL classes more than 90% of students stated that PBL classes helped them to develop team collaboration, self-directed learning, and problem solving skill.

National journal of integrated research in medicine, 2016

Background & Objectives: Problem-based learning (PBL) in medical education can be considered as the most significant innovation in educational tools in the past 35 years. This study was conducted to evaluate the students' perceptions regarding PBL which will provide inputs to rectify the curriculum. Methods: The study was conducted in two years on two batches of 100 students each. Six PBL exercises on different topics were successively allotted to each batch of students in groups of 15-18. At the end of each year, the students were asked to fill a 21- item questionnaire on a 5-point Likert scale, regarding their perceptions for PBL. The mean/median scores of ≥3 was considered as positive attitude towards PBL Results: For 20 items related to PBL as T-L strategy and its effect on professional attitude, the mean/median scores was observed to be ≥3. Mean score of 2.04 and median score of 2 was found for the item that considered PBL as a waste of time; reinforcing the liking for PBL....

Medical graduation is a very lengthy course which includes learning of pre-clinical, para clinical& clinical subjects. But many medical students opined that, they didn't understood the link between Preclinical& para clinical subjects with clinical subjects. Problem based learning(PBL) technique is an innovative tool to resolve the problem. Based on this background we conducted a study with an aim to assess the usefulness of PBL technique. Materials and Methods: The current study was an experimental pilot study conducted among the 4 th semester MBBS students of RIMS Medical College, Ongole during the month of June 2016. A total of 20 students were selected& grouped in to 2 groups by randomization. Traditional class was taken for one group& Problem based learning technique was applied on another group. Pre-session knowledge and post-session knowledge of students were assessed with a structured questionnaire which includes both cognitive& affective domain questions. Data was analysed with the help of SPSS-21 trial version. Results: The average marks obtained by the students in pre-session& post session evaluation were 10±1.86& 10.96±2.39 respectively out of 20 marks. The average marks obtained by the students in post session evaluation in traditional class group& PBL class group were 10.1±1.85& 11.8±2.65 respectively. All the students in PBL class group stated that overall satisfaction was good& only 60% students in traditional class group stated that overall satisfaction was good. Conclusion: PBL class group students scored more marks in post session evaluation and were more satisfied with teaching method when compared to traditional class group students. Introduction Medical graduation is a very lengthy course with five and half year's duration. It includes learning of pre-clinical subjects, para clinical subjects and clinical subjects in nine semesters and one year compulsory rotatory internship period. All the medical students will study preclinical subjects like Anatomy, Physiology and Biochemistry during their 1 st year of MBBS course. Later they will learn para clinical subjects viz, Microbiology, Pharmacology, pathology and Forensic Medicine during 2 nd MBBS period. In their final MBBS course they will study clinical subjects such as ENT, Ophthalmology, SPM, Medicine, Surgery, Gynaecology, Paediatrics& orthopaedics etc. But many medical students opined that, they didn't understood the linkbetween Preclinical and para clinical subjects with clinical subjects. Some of the students also opined that, the advancement in the clinical subjects were not matched with knowledge acquired by them when studied pre and para clinical subjects.(1) Problem based learning technique is an innovative teaching method to resolve the problem faced by students in their transition period from pre-clinical to clinical subjects. It encourages the students to find the answers to their doubts and teaches them to draw conclusion for a given problem. It integrates all the subjects associated with the given problem. PBL is an instructional learner centred approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem. (2)