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MEDICAL EDUCATION
Year : 2012  |  Volume : 1  |  Issue : 2  |  Page : 98-103

Effects of problem-based learning along with other active learning strategies on short-term learning outcomes of students in an Indian medical school


1 Department of Physiology, Melaka Manipal Medical College (Manipal Campus), Manipal University, Manipal, Karnataka state, India
2 Department of Pathology, Melaka Manipal Medical College (Manipal Campus), Manipal University, Manipal, Karnataka state, India
3 Department of Anatomy, Melaka Manipal Medical College (Manipal Campus), Manipal University, Manipal, Karnataka state, India
4 Department of Biochemistry, Melaka Manipal Medical College (Manipal Campus), Manipal University, Manipal, Karnataka state, India
5 Department of Microbiology, Melaka Manipal Medical College (Manipal Campus), Manipal University, Manipal, Karnataka state, India
6 Department of Pharmacology, Melaka Manipal Medical College (Manipal Campus), Manipal University, Manipal, Karnataka state, India
7 Undergraduate MBBS students, Melaka Manipal Medical College (Manipal Campus), Manipal University, Manipal, Karnataka state, India

Correspondence Address:
Reem R Abraham
Associate Professor, Department of Physiology, Melaka Manipal Medical College (Manipal Campus), International Centre for Health Sciences, Manipal 576 104, Karnataka State
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/2278-344X.101703

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Background: Problem-based learning (PBL) is reported to improve general competencies such as problem solving. It also fosters the development of a scientific attitude in medical students. The present study explored perceptions of students at Melaka Manipal Medical College (MMMC), Manipal Campus, India regarding the extent to which PBL along with other active learning strategies has succeeded in improving a few short-term learning outcomes. We also determined graduation and attrition rates of seven and six batches of first- and second-year students, respectively, who were enrolled in MBBS program before and after the implementation of PBL. Materials and Methods: Students (n = 120) were requested to indicate their responses on a Likert scale in a questionnaire focusing on the 12 short-term learning outcomes. Additionally, a retrospective analysis of graduation and attrition rates of seven batches of first year and six batches of second-year students who were enrolled in MBBS program was done. Results and Conclusion: Out of the 12 learning outcomes, all were found to have a median score of 4, except time management, motivation for lifelong learning, and interest in pursuing medical profession. The graduation and attrition rates were found to be significantly high and low respectively for PBL students compared to non-PBL students in first year. In the second year too, PBL students outnumbered non-PBL students in terms of graduation rate. The attrition rate was found to be low for PBL students compared to non-PBL students. The present study revealed that PBL along with other active learning strategies such as self-directed learning (SDL) sessions employed in the curriculum right from first year culminated in improvement of almost all short-term outcomes.


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