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

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.