Effectiveness of problem-based learning strategies compared to conventional anatomy teaching approaches

Area of Science:

• Medical Education
• Anatomy Education

Background:

• Conventional teaching strategies are widely used in medical education.
• Problem-based learning (PBL) offers an alternative approach to enhance student engagement and understanding.
• The impact of specific anatomy sub-disciplines on learning outcomes requires further investigation.

Purpose of the Study:

• To compare the effectiveness of problem-based learning (PBL) against conventional teaching methods.
• To assess the influence of anatomy sub-disciplines (gross anatomy, embryology, histology) on student learning outcomes.

Main Methods:

• A cross-sectional, descriptive study was conducted with 1st and 2nd-year medical students and 1st-year dental students.
• A hybrid teaching method incorporating both conventional and PBL strategies was employed.
• Data was collected via a Google Forms questionnaire with Likert scale, and analyzed using SPSS 23.

Main Results:

• Problem-based learning (PBL) was favored by a majority of students across all cohorts (52.17% of 1st-year medical, 57.6% of 2nd-year medical, 56% of 1st-year dental).
• Significant results (p<0.001) indicated a need for topic revision, with gross anatomy being the most frequently cited sub-discipline requiring revision (28.3%).
• PBL sessions with visual aids were found to be effective for understanding anatomy (p=0.035).

Conclusions:

• Students perceive problem-based learning (PBL) as more effective in enhancing learning compared to conventional teaching methods.
• PBL appears to be a valuable pedagogical approach for anatomy education, though specific sub-disciplines may require tailored revision strategies.