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Introducing problem-based learning in physiology in the conventional Indian medical curriculum
Neena Bhattacharya1, Nilima Shankar, Farah Khaliq
1University College of Medical Sciences and Guru Tegh Bahadur Hospital, Dilshad Garden, Delhi 110095, India. neena54@hotmail.com
The National Medical Journal of India
|June 29, 2005
Summary
Problem-based learning (PBL) is effective in traditional medical education settings. Students and teachers preferred PBL
Area of Science:
- Medical Education
- Physiology Curriculum
Background:
- Problem-based learning (PBL) is a student-centered approach.
- Limited studies explore PBL within traditional lecture-practical-tutorial models.
- This study introduces PBL to first-year medical students new to the method.
Purpose of the Study:
- To implement and evaluate Problem-based learning (PBL) in a traditional medical physiology module.
- To assess student and teacher perceptions of PBL compared to conventional methods.
Main Methods:
- A cohort of 100 first-year medical undergraduates participated.
- A week-long PBL block replaced traditional classes on 'Physiology of the thyroid gland'.
- Included teacher/student orientation, case selection, tutor guides, small group discussions, resource sessions, self-study, and evaluation.
Main Results:
- Pre- and post-PBL questionnaires indicated a preference for PBL.
- Students favored PBL's interactive resource sessions and group discussions.
- Both students and teachers reported a rewarding experience with PBL.
Conclusions:
- Problem-based learning (PBL) implementation is feasible in traditional educational settings.
- PBL can be adapted despite resource limitations and rigid schedules.
- This experience encourages wider adoption of modified PBL in medical curricula.