Effect of Two-month Problem-Based Learning Course on Self-directed and Conceptual Learning among Second Year Students in an Indian Medical College

• Main Authors: Lakshmi Trikkur Anantharaman, Nachiket Shankar, Mangala Rao, Maria Pauline, Suneetha Nithyanandam, Sanjiv Lewin, John Stephen
• Format: Article
• Language: English
• Published: JCDR Research and Publications Private Limited 2019-05-01
• Series: Journal of Clinical and Diagnostic Research
• Subjects: learner; medical graduate; problem-based learning
• Online Access: https://jcdr.net/articles/PDF/12874/40969_CE[Ra1]_F(SHU)_PF1(AJ_RK)_PFA(AJ_SHU)_PN(SL).pdf
• ISSN: 2249-782X; 0973-709X

Introduction: A medical graduate is expected to fulfil the roles of a clinician, communicator, life-long learner, professional, leader and researcher. A Problem-Based Learning (PBL) course was introduced to enhance student skills in knowledge acquisition, problem-solving, clinical reasoning, communication, leadership, self-directed learning and working in teams. Aim: To assess the effect of a two-month PBL course for secondyear MBBS students on self-directed and conceptual learning. Materials and Methods: The single group interventional study was conducted in the months of February and March 2017 at an urban private medical college in Southern India. Fifty-seven fourth semester MBBS students underwent a two-month PBL course, with two-hour sessions every week. The students were divided into eight groups, each with two faculty facilitators. Two problems, each with two triggers were discussed. The students completed a Self-Rating Scale of Self-Directed Learning (SRSSDL) before and immediately after the PBL course. At the end of each problem, students had to submit a Concept Map (CM) which was graded independently by two faculty. The mean and standard deviation of the pre and post-PBL SRSSDL scores was calculated. Differences in CM sub-scores were estimated using repeated measures ANOVA. Multiple regression analysis was used to estimate the strength of association between the CM scores and gender, attendance and tutor rating. Results: The average post-PBL SRSSDL total and sub-scores were higher than the pre-PBL scores. The mean CM score obtained by the students was 11.3±2.9 (12.6±2.3 for female and 9.8±2.9 for male students, respectively). The layout and graphics scores were significantly higher than the scores for detail. The average attendance of the students was 6.3±1.2 and mean tutor rating was 50.4±9.4. Tutor rating and female gender showed significant positive associations with CM scores. Conclusion: This study provides some evidence that a shortterm PBL course positively influences self-directed and conceptual learning among undergraduate medical students.