Project-based Learning: Academic Performance and Perception among Medical Undergraduates

In today's world, students should be globally competent, problem solvers, critical thinkers, technology literate and collaborative. These characteristics cannot be taught through traditional lecture-based learning (LBL) and therefore, project-based learning (PrBL) can be one of the best ways to that. There is very limited research on PrBL in medical education; therefore, this study was done to find the impact of PrBL on academic performance and its perception among second year medical undergraduates.

The present study was a mixed interventional study (quantitative and qualitative) consisting of 96, second year MBBS students. Among 96 students, 48 were randomly selected for traditional LBL, and another 48 for PrBL. Academic performance was assessed through MCQs (multiple choice questions) and SAQs (short answer questions). The perception of students about PrBL was assessed through validated questionnaire. The parameters were then analysed for statistical significance using paired t-test, and P < 0.05 was considered the level of significance.

The PrBL group showed a better outcome in the academic scores (8.93) compared with LBL group academic scores (4.43), which was statistically significant (P < 0.001). The students also perceived that PrBL improved communication skills (95%) and is an effective learning tool (73%) when compared with traditional LBL.

This study showed that PrBL compared with traditional LBL has a positive impact on academic performance in medical education. PrBL results in numerous benefits such as greater depth of understanding of concepts, broader knowledge base, improved communication skills, interpersonal/social skills, enhanced leadership skills, increased creativity and improved writing skills.