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      Comparison of Problem-based Learning With Lecture-based Learning

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          Abstract

          Background:

          Problem-based learning (PBL) is one of the most commonly used educational methods in medical schools of different countries. By working through this method, students think critically, generate ideas, and acquire the knowledge and skills required to become a doctor.

          Objectives:

          This study aimed to compare problem-based learning with lecture-based learning in the education of medical students.

          Materials and Methods:

          This crossover interventional study was conducted on 40 medical students in pediatric ward of Zanjan University of Medical Sciences. All of the students were enrolled in the study and divided into two groups by simple randomization. Then two topics in pediatric courses were chosen. One of the topics was presented as LBL for the first group and as PBL for the second group. The other topic was presented as PBL for the first group and as LBL for the second group.

          Results:

          The median score of the exam was higher in the intervention group compare to the control group for both topics. However, the difference was not statistically significant. Students preferred problem-based learning over lecture-based learning because of motivation boost, a higher quality of education, knowledge retention, class attractiveness, and practical use.

          Conclusions:

          Students’ knowledge was similar in both methods.

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          Most cited references22

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          Problem based learning.

          Natasha Wood (2003)
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            The effectiveness of problem-based learning compared to traditional teaching in undergraduate psychiatry.

            Gill Livingston, Pamela Noble, M Mcparland (2004)
            A change from traditional to problem-based learning (PBL) methods in a psychiatry attachment was evaluated by comparing the learning styles, attitudes to psychiatry and examination performance of 2 cohorts of students. It was hypothesised that the PBL curriculum would result in increased deep learning, decreased surface learning, more favourable attitudes to psychiatry and improved examination performance. It was predicted that students' examination success would be related to the use of deep and strategic learning and favourable attitudes. Consecutive cohorts of Year 2 clinical students taught using a traditional psychiatry curriculum (n = 188) and a PBL curriculum (n = 191) were compared. Students completed the Study Process Questionnaire to assess their learning styles and the Attitudes to Psychiatry Scale at the beginning and end of the attachment. Students completed 2 end-of-attachment examinations, a multiple-choice paper and a viva. The PBL curriculum resulted in significantly better examination performance than did the traditional teaching curriculum, both for multiple-choice questions and the viva. No differences in learning styles or attitudes to psychiatry were found between the curricula. Students were significantly more successful in the examinations if they had received the PBL curriculum, were female, and used strategic learning. Examination performance indicated that the PBL curriculum was more successful than the previous course, but that this improvement was not due to students using more effective learning styles or having more favourable attitudes towards psychiatry. It is possible that students learned more effectively during the teaching sessions in the PBL curriculum, but did not change their preferred learning styles.
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              Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning.

              Ruth Lindquist, H. Y. Song, Eunyoung Choi (2013)
              Problem-based learning (PBL) is a method widely used in nursing education to develop students' critical thinking skills to solve practice problems independently. Although PBL has been used in nursing education in Korea for nearly a decade, few studies have examined its effects on Korean nursing students' learning outcomes, and few Korean studies have examined relationships among these outcomes. The objectives of this study are to examine outcome abilities including critical thinking, problem-solving, and self-directed learning of nursing students receiving PBL vs. traditional lecture, and to examine correlations among these outcome abilities. A quasi-experimental non-equivalent group pretest-posttest design was used. First-year nursing students (N=90) were recruited from two different junior colleges in two cities (GY and GJ) in South Korea. In two selected educational programs, one used traditional lecture methods, while the other used PBL methods. Standardized self-administered questionnaires of critical thinking, problem-solving, and self-directed learning abilities were administered before and at 16weeks (after instruction). Learning outcomes were significantly positively correlated, however outcomes were not statistically different between groups. Students in the PBL group improved across all abilities measured, while student scores in the traditional lecture group decreased in problem-solving and self-directed learning. Critical thinking was positively associated with problem-solving and self-directed learning (r=.71, and r=.50, respectively, p<.001); problem-solving was positively associated with self-directed learning (r=.75, p<.001). Learning outcomes of PBL were not significantly different from traditional lecture in this small underpowered study, despite positive trends. Larger studies are recommended to study effects of PBL on critical student abilities. Copyright © 2013 Elsevier Ltd. All rights reserved.
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                Author and article information

                Journal
                Journal ID (nlm-ta): Iran Red Crescent Med J
                Journal ID (iso-abbrev): Iran Red Crescent Med J
                Journal ID (doi): 10.5812/ircmj
                Journal ID (publisher-id): Kowsar
                Title: Iranian Red Crescent Medical Journal
                Publisher: Kowsar
                ISSN (Print): 2074-1804
                ISSN (Electronic): 2074-1812
                Publication date (Electronic): 05 May 2014
                Publication date (Print): May 2014
                Volume: 16
                Issue: 5
                Electronic Location Identifier: e5186
                Affiliations
                [1 ]Zanjan Social Determinants of Health Research Center, Zanjan University of Medical Sciences, Zanjan, IR Iran
                [2 ]Zanjan Community Oriented Medical Education, Zanjan University of Medical Sciences, Zanjan, IR Iran
                [3 ]Zanjan Metabolic Disease Research Center, Zanjan University of Medical Sciences, Zanjan, IR Iran
                Author notes
                [* ]Corresponding Author: Mansour Sadeghzadeh, Zanjan Metabolic Disease Research Center, Zanjan University of Medical Sciences, Zanjan, IR Iran. Tel/Fax: +98-2414272737, E-mail: sadeghzadeh@ 123456zums.ac.ir
                Article
                DOI: 10.5812/ircmj.5186
                PMC ID: 4082522
                PubMed ID: 25031862
                SO-VID: dcd70946-2218-4856-b180-5785eb522a88
                Copyright © Copyright © 2014, Iranian Red Crescent Medical Journal; Published by Kowsar Corp.
                License:

                This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                Date received : 16 April 2012
                Date revision received : 09 November 2013
                Date accepted : 14 December 2013
                Categories
                Subject: Research Article

                ScienceOpen disciplines: Medicine
                Keywords: education,lecture,student,medical,problem-based learning
                Data availability:
                ScienceOpen disciplines: Medicine
                Keywords: education, lecture, student, medical, problem-based learning

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