Comparison of the Effectiveness between Problem Based Learning and Lecture Class in Pharmacology for Medical Undergraduates


Jitha Sushama*

Introduction: Problem based learning (PBL) originated at Case Western Reserve University in the late 1950’s and it uses clinical cases or structured problems to kindle questioning, critical thinking, problem solving skills, self -learning skills and develops team work and application of knowledge by a curriculum reformation by medical faculty.

Methodology: This was a cross over educational interventional study done for a period 6 months after getting IEC clearance (IRB No. B6 / 79 / 2015/ TDMCA). Second year medical undergraduates of the odd batch (n = 25) of Government T.D. Medical College, Alappuzha undergoing pharmacology training were included in the study after obtaining informed consent.

Results: Twenty five second year medical undergraduates participated in this study and all the students got an opportunity to participate in one PBL session and one Lecture session either for Pharmacotherapy of depression or Tuberculosis.

Discussion: This was an educational intervention which comprised of Problem - Based Learning; a student centered teaching - learning method (T - L M) where students had a freedom to devise methods to identify their learning needs and build on their existing knowledge working as team and conventional lecture which was a teacher - centered process.

Conclusion: Problem based learning is appreciated by students as a better teaching - learning method for generating enthusiasm to learn the topic, developing communication skills and team work as well as creating better teacher - student interaction.