Comparison of Problem-based Learning With Lecture-based Learning

Khoshnevisasl, Parisa; Sadeghzadeh, Mansour; Mazloomzadeh, Saeideh; Feshareki, Reza Hashemi; Ahmadiafshar, Akefeh

doi:10.5812/ircmj.5186

Cited by 53 publications

(51 citation statements)

References 18 publications

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“…However a previous study stated that the student performance in a problem oriented pharmacobiochemistry course was significantly better than their performance in a lecture based course [14,1]. Unlike our findings, Khoshnevisasl P and his colleagues in 2014 [15] mentioned that There was no significant difference between students performance in a lecture based exam and a problem based learning sessions exam .…”

Section: Discussioncontrasting

confidence: 92%

Perceptions of Undergraduate Students about Three Teaching Methods; Lectures, Practical and Problem Based Learning Sessions

Mohammed¹

2015

EDU

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Abstract:From biochemical education point of view, it is so difficult to make the biochemistry more interesting by adopting one teaching method. The aim of this article is to investigate the perceptions of the undergraduate students of the department of chemistry at king Khalid university about three teaching methods; lectures, practical and problem based learning sessions. A second objective is to compare the students perceptions to their performance in three different exams depending on the information gained from the three teaching methods. 63 students were registered for the basic biochemistry course at the faculty of science-King Khalid University. At the end of the course and before the final exam, the students perceptions about the three teaching methods were investigated through a simple questionnaire composed of four best answer Questions. However, 59 students responded to the questionnaire. The questionnaire was analyzed and its results were compared to the students performance results in the three different final exams. Regarding the students perceptions about the three teaching methods; 22 students (37.3%)stated that the practical sessions were the best teaching method for them followed by the problem based learning sessions (19, 32.2%), 7 students (11.9%) preferred the lectures while 11 students (18.6%) expressed that the three teaching methods were not their favorite methods. Concerning the recalling of the information; 24 (40.6%) expressed that the information of the problem based learning sessions was easy to recall and difficult to forget followed by the information of the practical sessions (17, 28.8%) and lectures (9, 15.3%)and 9 (15.3%) stated the information of all the three methods was difficult to recall and easy to forget. The performance of the students in the final exams and their perceptions were comparable since the success percentage in the practical and problem based learning sessions and lectures were 95.2%, 82.5% and 82.5% respectively. Although the practical and the problem based learning sessions were the best teaching methods for the bulk of the students (41, 69.5%), it is better to follow more different teaching methods to satisfy the majority of the students and to obtain better student performance.

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Section: Discussioncontrasting

confidence: 92%

Perceptions of Undergraduate Students about Three Teaching Methods; Lectures, Practical and Problem Based Learning Sessions

Mohammed¹

2015

EDU

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“…18 Likewise, another study revealed that integrated curriculum promoted better understanding of health sciences pertaining to common diseases and majority of the respondents (77.61%) expressed that PBL in modules assisted to great extent in interpreting the cases in their annual examinations.…”

Section: Resultsmentioning

confidence: 98%

Student's perception towards learning medical sciences: problem based learning versus lecture based learning methods

Padmanabha

Manu

Savkar

et al. 2016

Int J Basic Clin Pharmacol

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“…[21214] Moreover, previous studies have also shown that 78% and 52.3% of the students perceived that PBL sessions were interesting[1516] and help in improvement of knowledge, skills, and critical thinking abilities. [171819] Callis et al . reported that students who enrolled in a hybrid PBL curriculum demonstrated a greater ability to apply basic science principles to a clinical scenario when compared to traditional lecture-based students.…”

Section: Discussionmentioning

confidence: 99%

Problem-based learning: Dental student's perception of their education environments at Qassim University

Alkhuwaiter

Aljuailan

Banabilh

2016

J Int Soc Prevent Communit Dent

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Aims:The objectives of this study were to assess perceptions of the Saudi dental students of the problem-based learning (PBL) curriculum and to compare their perceptions among different sex and academic years.Subjects and Methods:Data was collected through a questionnaire-based survey at Qassim College of dentistry. The questionnaire consisted of 19 questions regarding the perception of PBL curriculum and was distributed to 240 students. The chi-square test was used for statistical analysis of the data.Results:Out of the 240 students recruited for this study, 146 returned a complete questionnaire (the response rate was 60.8%). The majority of the students perceived that PBL enhances the ability to speak in front of people (91.1%); improved the ability to find the information using the internet/library (81.5%); enhances the problem-solving skills (71.3%); increases the practice of cooperative and collaborative learning (69.2%); improves the decision-making skills (66.4%). Sixty-five percent (n = 96) noted that some students dominate whereas others are passive during PBL discussion session. Statistically, significant differences were found in the following variables according to the academic year students assuming before responsibility for their own learning (P < 0.037) and the role of facilitator in the process (P < 0.034). Moreover, according to gender; there were statistically significant differences in the following variables, assuming responsibility for own learning (P < 0.003); activating prior knowledge and learning to elaborate and organize their knowledge (P < 0.009); enhancing the ability to find the information using the Internet/library (P < 0.014); PBL is effective without having lecture of the same topic (P < 0.025); helping in identifying the areas of weakness for improvement (P < 0.031); student understanding the objectives of the PBL session better than the conventional way (P < 0.040); and enhancing the ability to speak in front of people (P < 0.040).Conclusions:Perceptions of Saudi dental students regarding their education environments at Qassim College of dentistry using PBL hybrid curriculum were more positive than negative. However, improvements are still required to provide students with stimulating favorable learning environment and to take the students recommendations into consideration.

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Comparison of Problem-based Learning With Lecture-based Learning

Cited by 53 publications

References 18 publications

Perceptions of Undergraduate Students about Three Teaching Methods; Lectures, Practical and Problem Based Learning Sessions

Perceptions of Undergraduate Students about Three Teaching Methods; Lectures, Practical and Problem Based Learning Sessions

Student's perception towards learning medical sciences: problem based learning versus lecture based learning methods

Problem-based learning: Dental student's perception of their education environments at Qassim University

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