Comparison of Two Methods: Problem-based Learning vs Lecture in Integrated Management of Childhood Illness Workshops

Abstract

Objectives: The aim of this study was to compare problem- based learning (PBL) with lecture presentation in education of clinical medical students in Integrated Management of Childhood Illness (IMCI) workshops. Materials and methods: This crossover interventional study was conducted on clinical medical students in pediatric disease department of Zanjan University of Medical Sciences. Forty- four students were randomly divided into two groups and two subjects in IMCI courses were chosen. One of the topics was presented as lecture for the first group of students and as PBL for the second group. The second topic was presented as PBL for the first group and as lecture for the second group of students. Results: The students’ scores in intervention groups for both topics of “loss of consciousness” and “management of diarrheal diseases” were significantly higher than controls. Each student got significantly higher score in subject presented as PBL. Students preferred PBL compared to lecture for increasing their motivation, a higher quality of education, knowledge retention, and class attractiveness. Discussion: Besides the attractiveness of PBL, it seems that this method is more successful than lecture in increasing student’s knowledge. We propose to use this method in workshops and medical education in clinic and hospital wards.