Abstract

Background: The concept of Problem based learning (PBL) started at Case Western Reserve University in 1950s and they used structured questions/ problems and clinical scenarios to stimulate critical thinking, and problem solving skills through development of team work and self-learning skills. This study was done as a cross over educational interventional study for a period of six months after getting IRB clearance.

Aim and Objectives: (i) To find the effectiveness of PBL compared to traditional lecture (TL) in teaching pharmacology; and (ii) To compare the perception of students regarding both methods.

Materials and Methods: The participants were allocated into 2 groups X and Y with 13 in one group and 12 in the other group. Each group was subdivided into 5 subgroups. TL and PBL were done in a cross over model with two topics namely pharmacotherapy of depression and antitubercular therapy. The academic scores and perception of participants with these two methods were compared.

Results: There was no significant statistical difference in the academic scores by the participants who received TL and PBL session for antidepressants and antitubercular therapy. However majority of the participants had a positive perception towards PBL as compared to TL.

Conclusion: Students rated PBL to be more effective in improving teacher- student interaction, developing communication skills and team work and generating enthusiasm in learning the topic.

Key words: Pharmacology; Problem-based Learning; Lecture Class