Abstract

Objective
To assess the efficacy of the Problem Based Learning (PBL) system by comparing the results as well as the number of distinctions of the medical students who attended the PBL sessions as against traditional teaching methodologies.
Subjects and Methods
A comparative cross-sectional study was carried out in Rawalpindi Medical College by purposive sampling where by the results of all the students who appeared in First Professional Examination Part-II (2008 & 2009) were analyzed. One session (2008) had only lectures as teaching methodology and the other session (2009) attended both Problem Based Learning sessions and lectures simultaneously. The sample included all the results achieved by the students of session 2008 & 2009 i.e., results of 287 students who attended both PBL and lectures and results of 268 who had only lectures. Data were collected from the records of student section of Rawalpindi Medical College office.
Results
Percentage of failure in different subjects with lectures was found to be higher (54.3%) than those who attended both lectures and PBL (45.7%). Fraction of distinctions was more (52.4%) among those who were taught by both teaching methodologies as compared to those who only attended lectures(47.6%). Equal proportion of students from both categories got grade A plus while grade C was obtained by only three students who were taught by both PBL and lectures as compared to five students who only attended the lectures. 86% and 83% students taught by both (PBL & lectures) and only lectures passed the examination.
Conclusion
PBL along with lectures was not disadvantageous to the students rather it has led to more distinctions among students and increased pass percentage.

Key words: Problem Based Learning, professional examination, assessment.