INTRODUCTION: Problem-Based Learning (PBL) was based on the fact that students must be the center of education. Problem-Based Learning (PBL) received criticism, arguing that no significant difference exist between it and conventional teaching. In our study, we examined the introduction of multiple mini quizzes after every PBL case as a method to improve student overall performance. METHODS: The study was a quasi-experimental interventional study that included 151 students from two batches (third and fourth year medical students attending respiratory and renal blocks, respectively). Each batch was divided and randomly assigned as "intervention groups" and "non-intervention" group. Intervention group was presented with mini quizzes of 10 questions each, after every PBL case. Midterm and final exam scores were compared between the two groups as a way of assessment of intervention effectiveness. RESULTS: In the respiratory block, when comparing the midterm and final results for intervention and non-intervention groups, the P value was 0.46 in the midterm and 0.59 in the final exam. In the renal block, when comparing the midterm and final results for intervention and non-intervention groups, the P value was 0.5 in the midterm and 0.32 in the final. CONCLUSION: Our study delineates the lack of objective effect on student performance measured by midterm and final exams by introducing quizzes after PBL sessions.

No abstract