Comparing Problem-Based and Conventional Learning in Medical Education
Author Information
Author(s): Khan Hassan, Taqui Ather M., Khawaja Muhammad Rizwanulhaq, Fatmi Zafar
Primary Institution: Aga Khan University
Hypothesis
Does the Problem-Based Learning (PBL) curriculum influence medical students' knowledge and attitudes towards health research compared to the Conventional Lecture-Based Learning (LBL) curriculum?
Conclusion
PBL students showed slightly healthier attitudes towards health research compared to LBL students, while both groups had similar knowledge levels.
Supporting Evidence
- PBL students scored 75.5% on attitudes, while LBL students scored 66.7%.
- 89% of PBL students participated in research activities compared to 74% of LBL students.
- PBL students felt more confident in conducting research and writing papers.
Takeaway
Students who learn through Problem-Based Learning feel better about doing research than those who learn through traditional lectures, but both groups know about the same amount.
Methodology
A cross-sectional survey was conducted using a structured questionnaire among 66 LBL and 84 PBL medical students.
Potential Biases
Potential selection bias due to different response rates and the temporal difference between groups.
Limitations
The study compared two groups at different times, which may introduce bias, and was conducted at a single institution, limiting generalizability.
Participant Demographics
Mean age of students was 21.3 years; 27.3% of LBL students and 36.9% of PBL students were female.
Statistical Information
P-Value
0.021
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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