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Comparison Between Problem-Based Learning and Lecture-Based Learning: Effect on Nursing Students' Immediate Knowledge

Yonatan Solomon¹

¹Department of Nursing, College of Medicine and Health Sciences, Dire Dawa University, Dire Dawa, Ethiopia.

Advances in Medical Education and Practice

|December 16, 2020

Summary

The lecture method is superior for immediate nursing student knowledge retention compared to problem-based learning. Nursing students also preferred the lecture method, indicating its effectiveness and appeal.

Keywords:

lecture nursing problem-based learning teaching-learning method

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Area of Science:

Medical Education
Nursing Education
Pedagogy

Background:

Effective teaching strategies are crucial for student learning and knowledge transmission.
Comparing problem-based learning (PBL) and lecture methods is important for optimizing academic performance.

Purpose of the Study:

To compare problem-based learning and lecture-based learning for immediate knowledge retention in nursing students.
To determine the preferred teaching methodology among nursing students at Dire Dawa University.

Main Methods:

A quantitative, pre-experimental, two-group pretest-posttest design was used.
38 nursing students were randomly assigned to either problem-based learning or lecture-based learning groups.
Paired t-tests analyzed knowledge score changes, with p<0.05 significance level.

Main Results:

Both lecture-based and problem-based learning significantly improved knowledge scores.
The lecture method demonstrated a greater effect on immediate knowledge retention than problem-based learning.
63.2% of nursing students preferred the lecture method.

Conclusions:

The lecture method is the most effective teaching strategy for immediate knowledge retention in nursing students.
Student preference aligns with the lecture method's superior performance in immediate knowledge recall.