Padmanabha Thiruganahalli Shivaraju1, Manu Gangadhar2, Chandrakantha Thippeswamy3, Neha Krishnegowda4
BACKGROUND
Student’s feedback is an excellent indicator for the success of any teaching methodology followed in a department. Problem-based learning (PBL) is a well-established method for facilitating the learning of basic science concepts in the context of real cases.
AIM
This study is aimed to evaluate the perception of second year MBBS students towards teaching methods.
MATERIALS AND METHODS
Second year medical students were requested to fill the 8 questionnaires which were used to evaluate the student’s preference on PBL (Problem Based Learning) vs. LBL (Literature Based Learning) methods after obtaining Institutional Ethics Committee (IEC) permission. The data was expressed in percentages using Microsoft excel.
RESULTS
Out of 100 MBBS II students; 37% were aware of PBL; 58% students were interested towards PBL; and 49%, 65%, 53% and 21% opined better understanding, analytical approach, syllabus covered and present lecture practices with respect to PBL method respectively. 53% preferred concurrent use of both LBL and PBL for better clarification.
CONCLUSION
The present study has enlightened us to know the students’ preference regarding pharmacology teaching and preferred PBL over LBL & both methods to go side by side. It is definitely helpful in resetting the undergraduate pharmacology teaching patterns involving the traditional literature methods into more productive problem simulated cases.
