Comparing medical student opinions regarding teaching based on lectures and problem-based learning in large groups

AUTHORS

Roya Nikfar 1 , Ehsan Valavi 2 , * , Majid Aminzadeh 2 , Mehri Taheri 1 , Tahereh Ziaee 3 , Maziyar Mortazavi 1 , Ahmad Shamsizadeh 3 , Mohsen Hoseinzadeh 1 , Mohammadhasan Altayeb 1 , Ali Ahmadzadeh 4

AUTHORS INFORMATION

1 Assistant Professor Department of Pediatrics, Hyperlipidemia Research Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.

2 Associate Professor Department of Pediatrics, Hyperlipidemia Research Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.

3 Associate Professor Department of Pediatrics, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.

4 Professor Departmet of Pediatrics, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.

ARTICLE INFORMATION

Hormozgan Medical Journal: 17 (3); e88146
Published Online: June 15, 2013
Article Type: Research Article
Received: May 20, 2013
Accepted: June 15, 2013

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Abstract

Introduction: Problem-based learning (PBL) is possibly one of the most innovative
methods in medical education. In this training method, small groups of students work on a
subject and learn the educational goals which include basic and clinical sciences. The aim of
this study was comparing students’ and facilitators’ satisfaction in teaching pediatric course
materials by two methods of large group PBL and lecture-based teaching.
Methods: In this analytic study, all pediatric theory course students (40 students)
were divided into 5 groups. 6 PBL training sessions was added to regular conventional
lectures of pediatric subjects. Students’ and facilitators’ satisfaction data for both methods of
teaching were collected during the semester. Finally the data was analyzed using descriptive
and inferential statistics.
Results: The results of this study indicated that most students preferred PBL over the
lecture-based traditional teaching in the most of the aspects (P<0.05). Tutors activity did not
show any significant difference in both methods. Tutors managed this form of PBL
effectively within time restraints and reported that they enjoyed the process.
Conclusion: Based on the findings of this study, the modified problem based learning
methodology can be successfully used with larger groups of students.

Keywords

Problem-Based Learning - Medical Student - Pediatrics

© 2013, Hormozgan Medical Journal. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
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