Students Perception towards Problem Based Learning

Abstract

The purpose of this study was to determine student perceptions of the methods used to teach pharmacology via problem-based learning (PBL). To improve problem solving skills and link basic sciences to clinical practice, medical educators have turned to problem based learning as a partial replacement for traditional didactic lectures approach. PBL is an instructional method that uses cases or problems as vehicles for students to acquire critical thinking and problem-solving skills. In problem-based learning, new knowledge is acquired in the context of some meaningful problems or situation. Using likert scale we assessed the students' perceptions of pharmacology education and learning of pharmacology concepts through PBL. Survey responses were anonymous, and results were reported as aggregate data. The survey statements were answered on a five-point Likert scale with 1 indicating strong disagreement and 5 indicating strong agreement. Via a ten-question MCQ instrument, students performance was assessed. In our study there was significant increase in performance of students after PBL sessions. Student's feedback shown that PBL enhanced their understanding in Pharmacology, motivated them to read more as well as developed self directed and problem solving attitude in them. Most of students suggested to continue PBL sessions but don't want to replace all didactic lectures by PBL sessions.