COMPARISON OF LEARNING OUTCOMES IN PROBLEM BASED LEARNING AND LECTURE BASED LEARNING IN TEACHING FORENSIC MEDICINE
Open accessAbstract
A paradigm shift in the medical education methodologies from traditional methods to the SPICES model necessitates a change in teaching and assessment techniques.A call for change has to be accepted or rejected in the face of quality research and peer reviewed evidence. METHODSThe present study was undertaken amongst third semester MBBS students posted in Forensic Medicine as a part of clinical rotations.Two groups of students were instructed on a topic by Problem based learning and traditional lecture based learning respectively.Post-exposure assessments were undertaken using a peer reviewed and validated question paper (open ended questions).The results of the assessment were subjected to statistical analysis with respect to the various levels of cognitive domain. RESULTSThe results showed statistically significant learning outcomes in the group exposed to Problem based learning.The study may be done on a broader basis representing core area of the subject. CONCLUSIONThe study brought out statistically significant better assessment scores in the problem based learning method, which was manifest not only in recall but also in the higher levels of the cognitive domain.The learning process also witnessed an appreciably increased level of student co-operation and team work coupled with greater problem solving skills amongst the learners.A qualitative research into assessing the competence of the Indian Medical Graduate to fulfil his legal duties as a medical expert witness in courts of law may be undertaken in future.
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All studies have shown that PBL is more effective than lecture-based learning in self-learning skills.
“All studies have shown that PBL is more effective than lecture-based learning in problem-solving and self-learning skills [18, 24, 40, 48, 67, 75, 93, 104, 124].”
From Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (2022) · cites this paper as [48]
All studies have shown that PBL is more effective than lecture-based learning in problem-solving skills.
“All studies have shown that PBL is more effective than lecture-based learning in problem-solving and self-learning skills [18, 24, 40, 48, 67, 75, 93, 104, 124].”
From Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (2022) · cites this paper as [48]
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Cites
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“(2)Problem based learning (PBL) is defined in modern day pedagogy in medical education as the scientific instructional method where “triggers” are used to define customised learning objectives, perform independent research, refine and analyse findings in group discussions.(3) In the conventional lecture based curricul…”
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“(1) Meanwhile, McParland compared PBL with LBL and concluded that performance of students in PBL was better in Multiple Choice Questions and Viva but with no differences between the two in learning style and attitude of students.(17) PBL as an educational strategy is an effective tool to objectively improve the knowle…”
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“(15) Studies by Schmidt (1989) have demonstrated that during problem analysis in a small group and studying the problem with relevance to new information resulted in increased knowledge acquisition and recall.(16) Choi compared PBL with LBL and revealed that learning outcomes of PBL were not statistically different fr…”
Preparing Problem Solvers for the 21st Century through Problem-Based Learning
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“(10) Student satisfaction was perceived to be higher with PBL in several studies (9,6) Some studies have not been able to identify statistically significant advantage of PBL and have identified outcomes of similar nature with PBL and LBL.”
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“(13) Khan compared the effect of PBL and LBL on the knowledge and attitude and found that both groups demonstrated similar level of knowledge.(14) Johnston undertook a randomised control trial comparing PBL and LBL and concluded that PBL was less effective at imparting knowledge than customary LBL.”
Johnston, J. M., Schooling, C. M., & Leung, G. M. (2009) · BMC Medical Education · doi:10.1186/1472-6920-9-63 · Cited by 71 · cited 3× · see citing works
“(14) Johnston undertook a randomised control trial comparing PBL and LBL and concluded that PBL was less effective at imparting knowledge than customary LBL.(15) Studies by Schmidt (1989) have demonstrated that during problem analysis in a small group and studying the problem with relevance to new information resulted…”
InfluentialComparison of Problem-based Learning With Lecture-based Learning
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“(11) Carrero compared PBL with LBL and found no significant differences in knowledge.(12) Goodyear showed that learning outcomes were similar in both LBL and PBL.”
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“Problem analysis and decision making towards its solution are key skills in the practice of medicine and research.(4) PBL curriculum aims to inculcate the above-mentioned abilities in medical students and to promote self-directed lifelong learning.”
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“(6) According to study conducted by Moreno PBL participants obtained higher scores when compared with LBL group.(7) A study conducted by Anyaehie in Nigeria also indicated that PBL increased students attendance, participation in classes and performance in examinations.”
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“The present study favoured problem based learning with the average marks in each category being significantly higher in PBL. Problem Based Learning Lecture Based Learning Recall Mean 30.15 13.92 Median 31.50 13.00 Variance 31.308 3.577 Problem based learning and lecture based learning were compared on the criterion of…”
InfluentialProblem based learning in a junior doctor teaching programme
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“The present study favoured problem based learning with the average marks in each category being significantly higher in PBL. Problem Based Learning Lecture Based Learning Recall Mean 30.15 13.92 Median 31.50 13.00 Variance 31.308 3.577 Problem based learning and lecture based learning were compared on the criterion of…”
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“(7) A study conducted by Anyaehie in Nigeria also indicated that PBL increased students attendance, participation in classes and performance in examinations.(8) Hwang in an investigation to compare PBL and LBL determined that the level of knowledge in the PBL group was significantly higher than that of students in the…”
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Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2022) · BMC Medical Education · doi:10.1186/s12909-022-03154-8 · Cited by 473 · see citing works
“All studies have shown that PBL is more effective than lecture-based learning in problem-solving and self-learning skills [18, 24, 40, 48, 67, 75, 93, 104, 124].”
BackgroundÜnal, E., & Çakır, H. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10463-w · Cited by 49 · see citing works
Forensic epistemology: A need for research and pedagogy
Illes, M., Wilson, P. J., & Bruce, C. (2019) · Forensic Science International Synergy · doi:10.1016/j.fsisyn.2019.11.004 · Cited by 20 · see citing works
“Their finding indicated a significant statistical learning outcome for the PBL group [56].”
BackgroundProblem-based learning in medical degree teaching: a scoping reviewPreprint
Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2021) · Research Square · doi:10.21203/rs.3.rs-514038/v1 · Cited by 3 · see citing works
“…shown that PBL is more effective than lecture-based learning in problem-solving and self-learning skills (Casassus et al. 1999; Seneviratne et al. 2001; Whit eld et al. 2002; Ding et al. 2014; Balendran & John 2017; Mughal & Shaikh 2018; Yadav et al. 2018; Villamor 2001; Demiroren et al. 2016).”
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Perceptions of Students about Problem Based Learning at the College Level in Faisalabad
Ali, S., Aslam, S., Qayyum, A., Hina, H., Nasir, H., Saleem, R., Khan, S. I., Manzoor, A., & Nawaz, N. (2023) · Journal of Education and Social Studies · doi:10.52223/jess.20234111 · Cited by 1 · see citing works
“(2014) and Balendran and John (2017) have endorsed that PBL had positive impacts on the students and it was way better than the traditional methods of the teaching.”
Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2022) · Figshare · doi:10.6084/m9.figshare.19194104
- Authors
- Balendran, K., & John, L.
- Affiliations
- T. D. Medical College (IN)
- Corresponding author
- Balendran, Krishnan
- Venue
- Journal of Evolution of Medical and Dental Sciences
- Published
- 2017-01-05
- Volume
- 6
- Issue
- 02
- Pages
- 89-92
- ISSN
- 2278-4748 (ISSN-L)
- 2278-4802
- OpenAlex
- W2718071430
- Cited by
- 8
- References
- 18
- Citations by year
- 2024: 1 · 2023: 1 · 2022: 2 · 2021: 2 · 2019: 1 · 2018: 1
- FWCI
- 1.94
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Journal of Evolution of Medical and Dental Sciences (publishedVersion)
- Topics
- Social Sciences › Education › Problem and Project Based Learning
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Physical Sciences › Engineering › Biomedical Engineering › Biomedical and Engineering Education
- Keywords
- problem-based learning, lecture-based learning, forensic medicine education, learning outcomes, cognitive domain, medical students, clinical rotations, student teamwork, problem-solving skills
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