Students’ perceptions regarding problem-based learning in community medicine

Abstract

INTRODUCTIONProblem-based learning (PBL) is a novel Teachinglearning (TL) method that employs "triggers" to stimulate self-directed learning among students.1 A hands-on approach, it promotes team-work, communication skills, problem-solving skills, and boosts confidence while providing an environment to apply theoretical knowledge to practice. [1][2][3][4][5][6] We introduced PBL as a TL method in 2016, and used the approach to teach semester 7 students how to approach a problem, and devise a reasoned solution to the same. The primary aim was to promote generic skills and attitudes that, although listed as desirable competences by the Medical Council of India (MCI), do not receive due focus in routine training. These skills included teamwork; self-directed learning; literature review; communication skills; planning; budget preparation; interaction with various intramural and extramural functionaries; etc. The PBL program was conducted as follows: Prior to the commencement of the semester 7 posting, faculty identified suitable topics, and developed problem statements. The problems selected were important public ABSTRACT Background: Although a problem based learning (PBL) program in community medicine was introduced over a year ago, student perceptions about the same had not been elicited. This study was conducted to ascertain the perceptions regarding the PBL program from a representative sample of students completing the same. Methods: This cross-sectional study was conducted among 32 semester 7 medical students in a private medical college in south India. Data were collected anonymously after obtaining written informed consent. Students rated their own involvement in the PBL program; confidence across broad PBL areas before and after the program; usefulness of the broad PBL areas; and how likely they were to use the broad PBL areas, using a 10-point rating scale. Statistical analyses were performed using EZR (version 1.36). Descriptive statistics, Mann-Whitney U test, Wilcoxon signed-rank test, Cronbach"s alpha were employed. Results: Of the participants, 20(62.5%) were female. There was a statistically significant difference in perceived confidence across all broad PBL areas following the program, compared to ratings before the program. The median overall rating for the program was 8/10. Greater student involvement was significantly associated with higher ratings for confidence following the program; usefulness in most broad PBL areas. Male gender was significantly associated with high ratings in some broad PBL areas. Conclusions: A PBL approach can improve student perceptions of confidence in generic skills. High student involvement is key to good student perceptions regarding a PBL program.