Title: A Study of Problem-Based Learning (PBL) - Student Response System in M.B.B.S Anatomy Course
Author: Rameswarapu Suman Babu*
DOI: http://dx.doi.org/10.18535/jmscr/v3i8.46
DIDS : 08.2015-XXXXXXXX
Background-Problem-based learning (PBL) visualizes students to study material by applying processes of reasoning rather than by rote memorization of facts. To this purpose I have evaluated PBL compared to traditional teaching in gross anatomy in first year M.B.B.S by comparing the examination performances and student’s responses to the questionnaires. Methods- A total of 100 first year M.B.B.S students at Telangana area Medical College during the period of October 2009 to October 2010 were trained gross anatomy with conventional teaching for one semester and PBL for the other semester. Assessment scores from together methods and evaluation done by completing the student feedback questionnaires. Results- In the study 23 students were male and 77 were female students respectively. The mean age of the students was 21 years. Descriptive statistics were used to analysis of students’ responses, collected through feedback questionnaire. 92% students strongly agreed PBL is useful method of tool of learning comparatively traditional teaching method, 7.4% disagree with this study and remaining 4% were neutral in their response. Conclusion-The PBL method resulted in improved assessment scores than traditional teaching for the same students and believed that this method augmented their problem solving abilities. Keywords: anatomy, methods, instruction, medical student 1. Madhavulu Buchineni, Rama Mohan Pathapati. Assessment Of Teaching Methodology in Second MBBS Medical Students – A Study, Asian Academic Research Journal Of Multidisciplinary, AARJMD, Volume 1 Issue 27 (November 2014) ISSN : 2319 – 280 2. Barrows H, Tamblyn R. An evaluation of problem-based learning in small groups utilizing a stimulated patient. J Med Edu. 1976; 51:52–54. 3. Haghparast, N., Sedghizadeh, P. P., Shuler, C. F., Ferati, D., & Christersson, C. Evaluation of student and faculty perceptions of the PBL curriculum at two dental schools from a student perspective: a cross-sectional survey. Eur. J. Dent. Educ., 2007.11(1), 14-22. 4. Leung, K. K., Lue, B. H., & Lee, M. B. Development of a teaching style inventory for tutor evaluation in problem-based learning. Med. Educ., 2003. 37(5), 410-416. 5. Norman GR, Schmidt HG. The psychological basis of problem-based learning: a review of the evidence. Acad Med. 1992; 67:557–565. 6. Vernon DTA, Blake RL. Does problem-based learning work? A Meta analysis of evaluative research. Acad Med. 1993; 68:550–65. 7. Albanese MA, Mitchell S. Problem-based learning: a review of literature on its outcomes and implementation issues. Acad Med. 1993; 68:52–81. 8. Percac S, Armstrong EG. Introducing a problem-based learning anatomy course in a traditional curriculum: a Croatian experience. Med teacher. 1998; 20:114–117. 9. Bowman, D., & Hughes, P. Emotional responses of tutors and students in problem-based learning: lessons for staff development. Med. Educ., 2005. 39(2), 145-153. 10. Praveen R Singh, Raksha Bhatt. Introduction of case based learning for teaching anatomy in a conventional medical school. J. Anat. Soc. India.2011.60(2) 232-235. 11. Hinduja K, Samuel R, Mitchell S. Problem-based learning: is anatomy a casualty. The Surgeon. 2005; 3:84–87. 12. Nandi PL, Chan JN, Chan CP, Chan P, Chan LP. Undergraduate medical education: comparison of problem-based learning and conventional teaching. Hong Kong Med J.2000; 6:301–306. 13. Musal B, Gursel Y, Taskiran HC, Ozan S, Tuna A. Perceptions of first and third year medical students on self-study and reporting processes of problem-based learning. BMC Med Educ. 2004; 4:16. Abstract
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