Problem‐based learning versus lecture‐based learning in a course of basic pharmacology: a controlled, randomized study

Antepohl, Wolfram; Herzig, Stefan

doi:10.1046/j.1365-2923.1999.00289.x

Cited by 187 publications

(141 citation statements)

References 11 publications

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“…1). This result is not consistent with some previous reports [11,13]. Since our university is a military medical school, all of the students are soldiers, and biochemistry is one of their basic medical training requirements, this may result in high participation.…”

Section: Discussioncontrasting

confidence: 93%

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Improved performance of students instructed in a hybrid PBL format

Lian

2013

Biochem Molecular Bio Educ

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As a result of enrollment expansion, increasing numbers of students are entering into medical school in China. This combined with a shortage of teachers, means that the learning environment typically consists of a large classroom setting with traditional lecture-based learning (LBL) as the major mode to teaching and learning. In this article, we investigate the preferences for hybrid problem-based learning (hybrid-PBL) or LBL in a large classroom setting. Two hundred five second-year undergraduate students in Third Military Medical University were randomly divided to two groups. The hybrid-PBL group contained 101 students and was taught by hybrid LBL (60%) and tutor-less PBL(40%) in a large classroom. The LBL group consisted of 104 students and was taught by LBL in a large classroom too. Postteaching performance was assessed by multiple choice questions, short-essay questions, and case-analysis questions, while the students' teaching preferences and satisfaction were assessed by questionnaires. Analysis of the results of both groups in the examination of biochemistry revealed significantly higher scores on short-essay questions and case-analysis questions in the hybrid-PBL group. Students considered hybrid-PBL to be an effective learning method and favored it over the lecture format. Furthermore, students reported positive effects of hybrid-PBL in terms of additional learning resources, critical thinking, and fun learning experiences. These results suggest that hybrid-PBL is better than the traditional LBL method at improving students' basic knowledge and problemsolving skills. Students preferred hybrid-PBL and were satisfied with it. The tutor-less PBL pattern in a large classroom setting may be feasible in Chinese medical schools. China like many other countries has a shortage of doctors, as a result there has been a significant increase in the number of students entering medical school. At the same time there has been little increase in the amount of teachers. Together these factors result in traditional lecture-based learning (LBL) in a large classroom (over 100 students) as the major mode of teaching and learning in Chinese medical school [1]. Although there are ways to liven up LBL and strategies to make it more effective, it is mostly passive learning [2]. Lectures usually do not stimulate learners to construct explanatory models and to elaborate when acquiring new information, whereas modern theories of the learning and cognition emphasize the importance of active learning.Over the past two decades, there has been a steady increase in the number of medical colleges with a problembased learning (PBL) curriculum [3]. The educational value and impact of using small group learning, a student-centered approach, and PBL have all been supported by both practice and research [4][5][6]. Today, experts in medical education largely agree that there are differences in the effects of PBL as compared with LBL. PBL is often favored over conventional education by both students and teachers. There is evidence whi...

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Section: Discussioncontrasting

confidence: 93%

“…The PBL students achieved better results in the categories of short-essay questions and case-analysis questions while no difference in the multiple-choice questions, which is consistent with Wolfram's results [11]. This fact indicates that examination testing of more complex levels of knowledge, (i.e.…”

Section: Discussionsupporting

confidence: 86%

Improved performance of students instructed in a hybrid PBL format

Lian

2013

Biochem Molecular Bio Educ

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“…Some previous studies have reported that certain teaching-learning methods, such as problem based learning, are favoured over the traditional methods i.e. lectures [15,16]. However, only little is known on whether the learning style of a student affects his/her preference for a specific teaching strategy/instructional method.…”

Section: Resultsmentioning

confidence: 99%

The Learning Styles and the Preferred Teaching–Learning Strategies of First Year Medical Students

Kharb

Samanta²,

Jindal³

et al. 2013

JCDR

157

141

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Introduction: The purpose of teaching is to facilitate learning and to encourage the learners to learn more effectively. The learning style is an individual's consistent way of perceiving, processing and retaining new information. Educational researchers have shown an increasing interest in the learning styles, the related instructional methods and the andrgogical teaching techniques. This interest is spurred by a desire to help the students to become capable and successful learners. Aim:The aim of this study was to determine the preferred learning styles of medical students as well as their preferences of specific teaching-learning methods.Method: A cross sectional study was conducted on 100 first semester medical students who were enrolled at SMS & R, Sharda University, India. The VARK questionnaire, version 7.1 was used to categorize the learning preferences/modes as visual (V), auditory (A), read and write (R) and kinaesthetic (K). The students were also asked to rank the various teaching methodologies viz. lectures, tutorials, demonstrations and practicals/dissections from the most preferred choice to the least preferred one. Results:The majority (61%) of the students had multimodal VARK preferences. Among them, 41%, 14% and 6% preferred the bimodal, trimodal and the quadrimodal ways of information presentation. 39% of the respondents had one strong (unimodal) learning preference. The most common unimodal preference was kinaesthetic, followed by visual, auditory and read and write. The most preferred teaching methodology was practical/dissection (39%) and tutorial was the least preferred one (12%). Conclusion:One single approach to teaching does not work for every student or even for most of the students. The educators' awareness of the various learning styles of the students and their efforts towards matching the teaching and learning styles may help in creating an effective learning environment for all the students.

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“…PBL has since been adopted by other medical schools and adapted by other disciplines leading to an assortment of learning and teaching models. Studies indicate that students prefer PBL to traditional lecture formats [2][3][4][5]. Numerous studies indicate that the process of learning is different in PBL and PBL challenges students to become self-directed life learners [2,3,6].…”

Section: Introductionmentioning

confidence: 99%

“…Studies indicate that students prefer PBL to traditional lecture formats [2][3][4][5]. Numerous studies indicate that the process of learning is different in PBL and PBL challenges students to become self-directed life learners [2,3,6]. Few studies have demonstrated the effectiveness of PBL in an undergraduate nursing program on student test performance.…”

Section: Introductionmentioning

confidence: 99%

Problem Based Learning in Nursing Education

Zhang

2014

Advances in Nursing

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Background. McMaster University first introduced Problem Based Learning (PBL) in the mid 1960s. However, measuring the relationship between PBL for undergraduate nursing programs and students test performance has not yet been assessed in the USA. Purpose. The main purpose of this paper is to describe the effectiveness of PBL on senior student test performance on content related to PBL in a BSN program. Diabetes mellitus and renal insufficiency were taught by traditional lecture format in the previous years. This was the first year we taught this content by the problem based learning method. Method. Historical control group was used to compare the test performances between the PBL groups and the traditional group using Student's t-test. Result. The mean of diabetes mellitus related questions missed by the PBL group was less than the traditional group ( = 4.51, and = .00). The mean of renal insufficiency related questions missed by the PBL group was more than the traditional group ( = −6.44, and = .00). Discussion. This study produced inconclusive findings. Factors that could be attributed to their performance will be discussed.

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Problem‐based learning versus lecture‐based learning in a course of basic pharmacology: a controlled, randomized study

Cited by 187 publications

References 11 publications

Improved performance of students instructed in a hybrid PBL format

Improved performance of students instructed in a hybrid PBL format

The Learning Styles and the Preferred Teaching–Learning Strategies of First Year Medical Students

Problem Based Learning in Nursing Education

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