Comparison of the Medical Students' Attitudes Toward Problem­Based and Lecture-Based Learning in a Course of Basic Immunology

Davoud YadegariNia, Mostafa Alavi-Moghaddam, Reza Gholami-Khojin, Hossein Ghofrani, Alireza Arabnia, Soha Rezaee-Shiraz

Abstract


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Background  According to the available evidence, problem-based learning (PBL) is one of the most successful methods in achieving higher educational objectives. In this method, the discussion about the subjects that should be taught to the students is based on a real clinical case.Various advantages and disadvantages of this method have been addressed in difJerent studies, but the students' attitude toward this method is vita/for its success.

Objective To evaluate the students• altitude toward problem- based learning and to compare it with lecture-based learning.

Method In this experimental study, two topics of basic immunology were chosen after holding coordination meetings. The students were divided randomly into two groups.Group A received PBLfor the first and LBLfor the second

topic, and group B had LBLfor thefu-st and PBLfor the second topic. After the last session, a questionnaire was given to the students.

Results The students considered PBL as superior in view of the student's active role in education. According to the students' opinion, group working was more evident in PBL. Although they preferred LBL to be used in a complete immunology course, they suggested that PBL is good to be used in some of the sessions.They suggested that although the learner's role is more evident in PBL, the instructor's role is still significant. They believed that self-assessment is better and easier in PBL.

Discussion According to the results it is clear that, at least in some aspects, the students' attitude toward PBL is positive.This shows that by considering these aspects in educational reform programs, and by further study on the items not definitely determined in this research, we could modify PBL so that it could be used in a broader level.

Key Words:  problem-based learning, lecture-based learning, Attitude

Keywords


problem-based learning, lecture-based learning, Attitude

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DOI: https://doi.org/10.22037/jme.v2i2.880

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