Shakaib Anwar, Humaira Zafar.
Incorporation of PBL as a learning strategy in an integrated undergraduate medical curriculum.
Isra Med J Jan ;5(4):263-5.

Objectives: To find the role of Problem Based Learning (PBL) as a learning strategy in the integrated undergraduate curriculum of a medical college and to determine as to what extent it should replace the conventional lecture system. Place and Duration: It was a descriptive cross sectional study carried out at Shifa College of Medicine, Islamabad from January to June 2009. Methodology: The study included a total of 141 students (both male and female). Out of these 96 were from 3rd year and 45 from 4th year MBBS classes. They were informed about the study design. Since the system was newly introduced to the students, a simple questionnaire was distributed only to know the students’ perspective to this new way of learning. The questionnaire contained only a few basic questions regarding their understanding of the PBL; whether it was better than the lecture system, pros and cons; whether it should wholly replace the previous system or a part of the whole curriculum be devoted to the new system. Results: Out of 96 3rd year students 67% (n=65) voted for a combination system, while nearly half 48% (n=22) favoured almost a complete shift to the PBL system. Over all, out of the total 141 students, 62% (n=88) preferred a rational combination of the formal lectures and PBL in small groups, while 38% (n=53) were in favour of only “PBL” as a learning strategy. There was a difference in response depending upon the level of the students. Conclusion: PBL has a substantial role as a learning strategy in the undergraduate medical curriculum. The extent to which it should form a part of the whole teaching strategy will depend upon the level and the preference of the students.

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