Effectiveness Of Problem-Based Learning (Pbl) In Integrated Modular Curriculum Versus Traditional Lectures In Undergraduate Medical Curriculum

Abstract

Background: Proposed medical education is changing the usual lecturing style to a more interactive curriculum e.g. Problem-Based Learning (PBL). Modular curricula are meant to make basic sciences combined with clinical sciences in a more integrated fashion. PBL facilitates this incorporation to promote critical speculation as well as unique clinical awareness. It is essential to understand the differences in its effectiveness in contrast to traditional lectures in order to design new curriculum and assess the success of students.

Objectives: To find out the relative values of PBL and traditionally lectured knowledge retention in clinical reasoning, student satisfaction, and professional skills of undergraduate medical students in an integrated modular curriculum.

Study design: Cross-sectional comparative study.

Place and duration of study: January to July, 2024. Department of Medical Education, Fatima Memorial College of Medicine and Dentistry, Lahore .

Methods: A comparative study was carried out which is purely cross-sectional, where 100 medical students were selected; 60 were put in PBL group, and 40 in the traditional lecture group. Knowledge retention and clinical reasoning were measured with the help of standardized assessments. Student satisfaction was measured by way of surveys. The SPSS was used in statistical analysis. Independent t-tests were used to compare the performance of groups and significance was established at p < 0.05. There was demographic information such as average age and standard deviation that was noted down.

Results:

There were 100 students (60 PBL, 40 lecture). The PBL Group (n = 63) had the mean age of 21.4 years (SD +/- 1.2), the lecture Group (n = 65) had the mean age of 21.1 years (SD +/- 1.4) (p = 0.42). PBL students have a greater advantage in the clinical reasoning assessment (mean score 82.3 (SD 6.4) and 75.8 (SD 7.1), p = 0.001). PBL-group levels of satisfaction were also increased (p < 0.01). The results on the knowledge tests indicated that there was no significant difference (p = 0.08), whereas the long-term retention increased in the PBL group during the follow up tests (p = 0.03).

Conclusion:

As compared to lectures, PBL creates more learning in clinical reasoning, engagement of students and retention of long-term knowledge in an integrated modular curriculum. The PBL approach was superior to the short-term knowledge acquisition in terms of preparing students to meet the requirements of clinical work because PBL enables students to learn how to think and solve problems. It is advisable that institutions consider enhancing the application of PBL in medical school education that is supplemented by sufficient faculty preparation and resource budget.