Knowledge and attitude of clinical students on problem based learning

Area of Science:

• Medical Education
• Pedagogy in Health Sciences

Background:

• Problem-based learning (PBL) is an educational approach gaining traction in medical schools.
• Assessing student knowledge and attitudes towards PBL is crucial for curriculum development.

Purpose of the Study:

• To evaluate the impact of a Problem-based Learning (PBL) course on clinical students' knowledge and attitudes.
• To compare student perceptions of PBL versus traditional ward teaching.

Main Methods:

• An intervention study conducted from December 2002 to November 2003 at Mymensingh Medical College.
• Utilized pre- and post-tests with self-administered questionnaires to assess 17 health problems discussed in integrated small group tutorials.
• Statistical analysis employed the Chi-square (X2) test to determine the significance of changes.

Main Results:

• PBL significantly increased students' knowledge and positive attitudes towards PBL (P < 0.001).
• A higher percentage of students found PBL effective for problem-solving (97% post-course) and enhancing self-directed learning (88% post-course).
• More students perceived PBL as superior to traditional ward teaching (83% post-course) and recommended its curriculum inclusion (81% post-course).

Conclusions:

• Exposure to a PBL course significantly enhances clinical students' knowledge, attitude, and practice.
• PBL is a valuable pedagogical tool that improves problem-solving skills and self-directed learning.
• Regular exposure to PBL and related symposia is recommended for undergraduate medical education.