Journal of Community Medicine & Health Education
Open Access

Abstract

Introduction: Problem-Based Learning (PBL) is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences. At our newly established medical school?s Faculty of Medicine, PBL was introduced from the beginning of the medical programme with the aim of early introduction of clinical scenarios to foster critical thinking and group work. Methods: The students experienced four PBL cases, and each case consisted of two sessions. The students were assessed (by the facilitator) during each session as part of the formative assessment. At the end of each block, Problem- Based Questions (PBQs) were used as part of the Modified Essay Question (MEQ) paper. Student performance was analyzed based on (a) mean performance in PBL sessions during each block (as part of the continuous assessment), (b) PBQ marks (as part of end of block assessment), (c) student?s feedback (using questionnaire). Results and Discussion: A comparative study of the performance in PBL sessions versus other formative assessment sessions showed a relatively better score in the PBL assessment. The End of Block examinations also reflected a better performance by the students in the PBQs as against the non-PBQ section. The questionnaire based analysis showed that the students favored the PBL mode of learning. Though they appreciated and enjoyed the sessions, the students felt that lectures are equally or more important in disseminating basic sciences topics.

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