Attitude and perception of undergraduate medical students toward the problem-based learning in Chitwan Medical College, Nepal
Open accessAbstract
BACKGROUND: Problem-based learning (PBL) was introduced into Basic Medical Sciences early in the 1980s at Tribhuvan University (TU), Nepal, followed by other universities where didactic lecture method was still followed as the main teaching strategy. Despite gaining its popularity worldwide as integrated teaching learning method, PBL is not given importance in Nepal. This study aimed to assess the attitude and perceptions of undergraduate medical students regarding learning outcomes of PBL and to know their views about role and qualities of effective tutors for its successful implementation. METHODS: This descriptive study was based on a self-administered questionnaire. The first part of the questionnaire measured students' perception and attitude toward benefits of PBL and the second part measured students' perception about role of PBL tutor. Bachelor of Medicine and Bachelor of Surgery (MBBS) first year (2014/2015 academic year) students at Chitwan Medical College, TU, were asked to express their opinions about the importance of learning outcomes by rating each statement on a five-point Likert scale and the responses were combined into three categorical variables: "agree" (strongly agree plus agree), "neutral", and "disagree" (strongly disagree plus disagree). Data were analyzed using SPSS version 21.0. RESULTS: Approximately 85.5% participants agreed that PBL is an interesting method of teaching learning. Most of them (86.7%) accepted that PBL is an interactive and a mutual learning method and improves self-directed learning (83.2%). Although 78% had recommended it better than lecture, many (54.2%) pointed it out as a time-consuming method. The participants were also highly rated (80.5%) to the statement - the tutor's role in enhancing the constructive active learning and maintaining good intra-personal behavior. CONCLUSION: Student's attitude toward PBL was positive. They highly appreciated the roles of a tutor as facilitators and motivators for proper activities in PBL session. PBL sessions were considered effective in improving students professional knowledge and refining problem-solving and self-directed learning skills along with enriching teamwork experience.
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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 [104]
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 [104]
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- Authors
- Yadav, R. L., Piryani, R. M., Deo, G. P., Shah, D. K., Yadav, L. K., & Islam, M. N.
- Affiliations
- Chitwan Medical College (NP)
- Corresponding author
- Yadav, Ram Lochan
- ORCID
- Venue
- Advances in Medical Education and Practice
- Publisher
- Informa UK Limited
- Published
- 2018-05
- Volume
- Volume 9
- Pages
- 317-322
- ISSN
- 1179-7258 (ISSN-L)
- PMC
- PMC5942169
- OpenAlex
- W2800151116
- Cited by
- 43
- References
- 25
- Citations by year
- 2026: 5 · 2025: 4 · 2024: 6 · 2023: 4 · 2022: 7 · 2021: 7 · 2020: 5 · 2019: 2 · 2018: 3
- FWCI
- 13.81
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Advances in Medical Education and Practice (publishedVersion, cc-by-nc)
- Europe PMC (PubMed Central) (publishedVersion, cc-by-nc)
- PubMed Central (publishedVersion, cc-by-nc)
- PubMed (publishedVersion)
- Dove Medical Press (Taylor and Francis Group) (submittedVersion, cc-by-nc)
- 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, medical students' attitudes, student perceptions, PBL tutors, tutor role, self-directed learning, active learning
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