1Assistant Professor, Department of Pharmacology, GMERS Medical College, Sola, Ahmedabad-380060, Gujarat
2Professor and Head, Department of Pharmacology, GMERS Medical College, Sola, Ahmedabad-380060, Gujarat
*Corresponding author email id: drbhumipatel@gmail.com
Online published on 9 April, 2019.
The didactic lecture is teacher's centered, minimal active participation of students and does not encourage the students for self-directed learning. In Problem-based learning (PBL), students develop critical thinking, problem solving skill and self-directed learning. The present study was aimed to compare effectiveness of PBL and didactic lecture based on student's performance.
Educational interventional study was carried out in 105 second year MBBS students after taking approval from Institutional ethics committee. Problem and questions of test were prepared and validated. Pre-test was taken after taking written informed consent and they were randomly divided into two groups. Students of group A were taught by didactic lecture and students of group B were taught by PBL. Post-test was taken immediately in both groups. Perception of faculties and students of group B about PBL was taken by 5-point Likert scale.
The score of pre-test and post was compared after taking didactic lecture and PBL. The post-test score of students who were taught by PBL (13.24±2.86) was higher as compared to students who were taught by didactic lecture (9.33±3.17). According to student's feedback, 94% students agree that PBL facilitated self-directed learning and 75% students believe that PBL improves the performance in exam. Accordingto faculties'feedback, PBLis good for learning complicated topic and itcan be additional teaching-learning method.
Present study found that PBL was more effective than didactic lecture in teaching pharmacology.
Problem-based learning, Didactic lecture, Self-directed learning, Perception, Teaching-learning method
