Problem-based learning as a learning tool: Learners’ perspective of an Indian medical school
Journal Title: National Journal of Physiology, Pharmacy and Pharmacology - Year 2015, Vol 5, Issue 4
Abstract
Background: Problem-based learning (PBL) is introduced in Indian medical schools as it is an appropriate educational strategy inclined to the SPICES model. Though feedback is taken after PBL sessions, it is mostly quantitative. Aims and Objective : To obtain a qualitative approach and in-depth introspection regarding perception toward PBL. Materials and Methods: This descriptive study with convenient sampling (n = 45) was conducted in Department of Physiology, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences, Maharashtra, India, using focus group discussion (FGD). Three FGDs were conducted till saturation using the FGD guide and the results were expressed as per COREQ (Consolidated Criteria for Reporting Qualitative Studies). Result: Students opined that PBL, as a part of curriculum, was a better learning tool and helped them in conceptual learning. They suggested that PBL to be taken after every system of physiology. Conclusion: The overall attitude of students regarding PBL was positive with some relevant contextual recommendations with regard to Indian settings.
Authors and Affiliations
Arunita T. Jagzape, Tripti Srivastava, Nazli Quazi, Alka Rawekar
Keywords
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- EP ID EP138761
- DOI 10.5455/njppp.2015.5.0803201538
- Views 61
- Downloads 0
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