Evaluation of the student’s concepts and performance between problem based learning and traditional lecture at faculty of nursing shendi university, Sudan

This study was done to evaluate the student’s concepts and performance between problem based learning (PBL) and traditional lecture. Seventy three second-year nursing students were asked to complete a brief anonymous questionnaire regarding their attitudes about problem-based learning (PBL) as an educational strategy in relation to traditional lecture. The questionnaire was administered to all students. Most students valued PBL 79.5%. Students favored PBL for efficiency and directing learning, while PBL was endorsed for breadth of learning and enhancing interpersonal skills. Students more often endorsed PBL over lectures in achieving various educational goals. Moreover the study showed that, a majority of students reported that lectures were not effective than PBL. PBL helped students be more efficient in their use of study time, learning basic science knowledge, and providing students with a means of focusing their learning.