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    Journal of Pharmacology and Pharmacotherapeutics
    Home»Recent Articles»Comparison of Problem-based Learning and Didactic Lecture as a Teaching–Learning Method among Undergraduate Medical Students: An Interventional Study
    Recent Articles

    Comparison of Problem-based Learning and Didactic Lecture as a Teaching–Learning Method among Undergraduate Medical Students: An Interventional Study

    October 14, 2024Updated:February 18, 20253 Mins Read
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    Journal of Pharmacology and Pharmacotherapeutics
    Volume 16, Issue 1, March 2025, Pages 58-63
    Original Research Article
    https://doi.org/10.1177/0976500X241285990

    Leena Anthony1, Radha A2, Indushree T3, and Swati Banerjee1
    1Department of Pharmacology, East Point College of Medical Sciences and Research Centre, Bangaluru, Karnataka, India
    2Department of Pharmacology, Sri Madhusudan Sai Institute of Medical Sciences and Research, Muddenahalli, Chikkaballapur, Karnataka, India
    3Department of Pharmacology, Siddaganga Medical College and Research Institute, Tumakuru, Karnataka, India
    Corresponding author(s):
    Radha A, Department of Pharmacology, Sri Madhusudan Sai Institute of Medical Sciences and Research, Muddenahalli, Chikkaballapur, Karnataka 562101, India. E-mail: puttebun@gmail.com

    Abstract

    Background

    Didactic Lecture (DL) is a teaching method that has been there for a long time in our educational system, but student involvement is minimal. Problem-based Learning (PBL) differs in that it involves students in the learning process. Various skills are learned, such as self-learning, group discussion, communication skills, teamwork and knowledge retention. Critical thinking, analysis and the ability to solve real problems are some benefits of PBL, which can help medical students understand clinical scenarios and analyse, interpret and come up with possible solutions based on sound knowledge. Thus, there is a need to assess the effectiveness of PBL in recall, interpretation and problem-solving skills as compared to the traditional lecture method, as there are very few Indian studies related to PBL in Indian medical students.

    Materials and Methods

    A non-randomised interventional study was carried out in the Department of Pharmacology at East Point Medical College, Bengaluru. Groups A and B, each with 60 medical students, participated in PBL and DL for either of the two competencies (myocardial infarction and iron deficiency anaemia). After the completion of the DL and PBL sessions, 20 multiple-choice questions (MCQs) were given to the students. The effectiveness of the teaching method was determined by comparing the mean scores of MCQs of both groups.

    Results

    The group scores were compared using an independent sample t-test and expressed as mean ± standard deviation. The total mean score of PBL for the topic myocardial infarction (11.00 ± 2.64, p value = .001) was statistically significant compared with the total mean score in the DL group (9.38 ± 2.52), and the total mean score of PBL for the topic iron deficiency anaemia (15.28 ± 3.53, p value = .001) was significant compared to the total mean score in the DL group (12.98 ± 3.61), respectively. The mean score for recall and problem-solving for the topic of myocardial infarction was statistically significant in the PBL group compared to the DL group. The mean score for recall, interpretation and problem-solving for the topic of iron deficiency anaemia was statistically significant in the PBL group compared with the DL group.

    Conclusion

    PBL showed marked improvement in recall, interpretation and problem-solving abilities compared with DL. So, including PBL as a teaching–learning method can promote active and student-centered learning.

    Keywords:

    Didactic lecture, problem-based learning, pharmacology, recall, interpretation, problem-solving
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