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Comparison of the problem based learning-driven with the traditional didactic-lecture-based curricula.

Muhammad A Zahid1, Ramani Varghese1, Ahmed M Mohammed2

  • 1Department of Psychiatry, Health Sciences Center, Kuwait University, Kuwait.

International Journal of Medical Education
|June 13, 2016
PubMed
Summary

Problem-based learning (PBL) medical students achieved higher overall grades and performed better on assessments than those in traditional lecture-based curricula. Specially designed MCQs can effectively evaluate higher cognitive knowledge gained through PBL.

Keywords:
K2 type MCQsProblem-based learningcurriculum developmentcurriculum reformsevaluationmedical studentspsychiatry

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Area of Science:

  • Medical Education
  • Curriculum Development
  • Assessment Methods

Background:

  • Traditional lecture-based curricula are widely used in medical education.
  • Problem-based learning (PBL) offers an alternative pedagogical approach.
  • Comparing the effectiveness of PBL versus traditional methods is crucial for curriculum design.

Purpose of the Study:

  • To compare the academic performance of medical students educated through Problem-based learning (PBL) with those in traditional lecture-based curricula.
  • To evaluate the suitability of Multiple Choice Questions (MCQs) and Objective Structured Clinical Examinations (OSCEs) in assessing PBL-acquired knowledge.

Main Methods:

  • Student performance was assessed using single best answer MCQs and OSCEs.
  • Reliability of assessments was determined using Kuder-Richardson formula (MCQs) and Cronbach's alpha (OSCEs).
  • Content validity was verified by Independent Subject Experts (ISEs); statistical analyses included Student's t-test and Chi-square test.

Main Results:

  • PBL students demonstrated superior performance in overall grades, theoretical knowledge (K2 MCQs), and OSCEs compared to students in lecture-based curricula.
  • PBL students had a significantly higher proportion of scores in the 80-90% range (grade B) and a significantly lower proportion in the 60-69% range (grade C).
  • Mean MCQ and OSCE scores were significantly higher for PBL students (p < 0.001 and p = 0.025, respectively).

Conclusions:

  • Problem-based learning (PBL) leads to improved student performance in key assessments.
  • Well-designed MCQs are effective tools for evaluating the higher-order cognitive skills developed in PBL environments.
  • The findings support the integration of PBL into medical education for enhanced learning outcomes.