Effect of Two-month Problem-Based Learning Course on Self-directed and Conceptual Learning among Second Year Students in an Indian Medical College
Published: May 1, 2019 | DOI: https://doi.org/10.7860/JCDR/2019/40969.12874
Lakshmi Trikkur Anantharaman, Nachiket Shankar, Mangala Rao, Maria Pauline, Suneetha Nithyanandam, Sanjiv Lewin, John Stephen
1. Associate Professor, Department of Anatomy and Medical Education, St. John’s Medical College, Bengaluru, Karnataka, India.
2. Professor, Department of Anatomy and Medical Education, St. John’s Medical College, Bengaluru, Karnataka, India.
3. Assistant Professor, Department of Pharmacology and Medical Education, St. John’s Medical College, Bengaluru, Karnataka, India.
4. Associate Professor, Department of Physiology and Medical Education, St. John’s Medical College, Bengaluru, Karnataka, India.
5. Professor, Department of Ophthalmology and Medical Education, St. John’s Medical College, Bengaluru, Karnataka, India.
6. Professor, Department of Paediatrics and Medical Education, St. John’s Medical College, Bengaluru, Karnataka, India.
7. Professor, Department of Dermatology and Medical Education, St. John’s Medical College, Bengaluru, Karnataka, India.
Correspondence
Dr. Nachiket Shankar,
Professor, Department of Anatomy and Medical Education, St. John’s Medical College, Bangalore-560034, Karnataka, India.
E-mail: nachiket76@gmail.com
Introduction: A medical graduate is expected to fulfil the roles of a clinician, communicator, life-long learner, professional, leader and researcher. A Problem-Based Learning (PBL) course was introduced to enhance student skills in knowledge acquisition, problem-solving, clinical reasoning, communication, leadership, self-directed learning and working in teams.
Aim: To assess the effect of a two-month PBL course for second-year MBBS students on self-directed and conceptual learning.
Materials and Methods: The single group interventional study was conducted in the months of February and March 2017 at an urban private medical college in Southern India. Fifty-seven fourth semester MBBS students underwent a two-month PBL course, with two-hour sessions every week. The students were divided into eight groups, each with two faculty facilitators. Two problems, each with two triggers were discussed. The students completed a Self-Rating Scale of Self-Directed Learning (SRSSDL) before and immediately after the PBL course. At the end of each problem, students had to submit a Concept Map (CM) which was graded independently by two faculty. The mean and standard deviation of the pre and post-PBL SRSSDL scores was calculated. Differences in CM sub-scores were estimated using repeated measures ANOVA. Multiple regression analysis was used to estimate the strength of association between the CM scores and gender, attendance and tutor rating.
Results: The average post-PBL SRSSDL total and sub-scores were higher than the pre-PBL scores. The mean CM score obtained by the students was 11.3±2.9 (12.6±2.3 for female and 9.8±2.9 for male students, respectively). The layout and graphics scores were significantly higher than the scores for detail. The average attendance of the students was 6.3±1.2 and mean tutor rating was 50.4±9.4. Tutor rating and female gender showed significant positive associations with CM scores.
Conclusion: This study provides some evidence that a short-term PBL course positively influences self-directed and conceptual learning among undergraduate medical students.
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