COMPARISON OF PROBLEM BASED WITH CASE BASED LEARNING: A CROSS-SECTIONAL STUDY

Authors

  • Rehana Rehman Department of Biological & Biomedical Sciences Aga Khan University, Karachi, Pakistan.
  • Syed Uzair Mahmood 4th Years Students, Jinnah Sindh Medical University
  • Fatima Syed 4th Years Students, Jinnah Sindh Medical University
  • Nazneen Rabbani Khan 4th Years Students, Jinnah Sindh Medical University
  • Zehra Batool 4th Years Students, Jinnah Sindh Medical University

DOI:

https://doi.org/10.69656/pjp.v13i4.295

Keywords:

Problem based learning, case based learning, medical students

Abstract

Background: Problem-based learning (PBL) and case-based learning (CBL) are teaching methodologies, which regulate self-directed learning skills.  In medical schools of Pakistan either or both are being consistently used in the undergraduate and postgraduate curriculum. The objective of our study was to compare CBL with PBL on the basis of perception of those students who have observed this transition of learning methodologies in the undergraduate medical curriculum. Methods: It was a cross sectional comparative study, conducted from February to May 2016 whereby all 3rd year medical students who were exposed to PBL in the third year of education after two years experience of CBL were included. Response of students on the usefulness of PBL was acquired on 5-point Likert scale. Results were compared by chi square test. Result: The complete response was obtained from 212 students. Eighty four percent students preferred PBL over CBL (p<0.01). PBL significantly assisted students to; identify gaps in knowledge, improve their areas of weakness, manage time, make decisions, solve problems, use critical reasoning skills and communicate with each other (p<0.01) in comparison to CBL. It enhanced the ability to find information from internet and libraries. Students recommended that PBLs were time consuming and proper training of facilitators was required as compared to CBL. They were convinced with system of education of CBL followed by PBL. Conclusion: The PBL was effective in terms of retention of concepts, critical reasoning and problem-solving approaches yet satisfaction with the current system of education elucidated role of CBL in the first two years of undergraduate medical curriculum to prepare students through guided enquiry and presentation of clinical scenarios. Proper training of facilitators will be a key point to improve learning of students through PBLs.

Pak J Physiol 2017;13(4):52–6

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Published

31-12-2017

How to Cite

1.
Rehman R, Mahmood SU, Syed F, Khan NR, Batool Z. COMPARISON OF PROBLEM BASED WITH CASE BASED LEARNING: A CROSS-SECTIONAL STUDY. Pak J Phsyiol [Internet]. 2017 Dec. 31 [cited 2024 Nov. 23];13(4):52-6. Available from: https://pjp.pps.org.pk/index.php/PJP/article/view/295

Issue

Vol. 13 No. 4 (2017): Pakistan Journal of Physiology

Section

Original Article

License

Pakistan Journal of Physiology, Pak J Physiol, PJP is FREE for research and academic purposes. It can be freely downloaded and stored, printed, presented, projected, cited and quoted with full reference of, and acknowledgement to the author(s) and the PJP. The contents are published with an international CC-BY-ND-4.0 License.