Incorporation of PBL as a Learning Strategy in an Integrated Undergraduate Medical Curriculum

Abstract

OBJECTIVES: To find the role of Problem Based Learning (PBL) as a learning strategy in the integrated undergraduate curriculum of a medical college and to determine as to what extent it should replace the conventional lecture system. STUDY DESIGN: A descriptive cross sectional study PLACE AND DURATION: It was a descriptive cross sectional study carried out at Shifa College of Medicine, Islamabad from January to June 2009. METHODOLOGY: RESULTS: CONCLUSION: KEYWORDS: Integrated modular system, problem based learning, under graduate medical school curriculum. rd th The study included a total of 141 students (both male and female). Out of these 96 were from 3 year and 45 from 4 year MBBS classes. They were informed about the study design. Since the system was newly introduced to the students, a simple questionnaire was distributed only to know the students' perspective to this new way of learning. The questionnaire contained only a few basic questions regarding their understanding of the PBL; whether it was better than the lecture system, pros and cons; whether it should wholly replace the previous system or a part of the whole curriculum be devoted to the new system. rd Out of 96 3 year students 67% (n=65) voted for a combination system, while nearly half 48% (n=22) favoured almost a complete shift to the PBL system. Over all, out of the total 141 students, 62% (n=88) preferred a rational combination of the formal lectures and PBL in small groups, while 38% (n=53) were in favour of only “PBL” as a learning strategy. There was a difference in response depending upon the level of the students. PBL has a substantial role as a learning strategy in the undergraduate medical curriculum. The extent to which it should form a part of the whole teaching strategy will depend upon the level and the preference of the students.