Students’ attitude toward didactic lecture versus problem-based learning in pharmacology: a questionnaire based study.
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Date
2014-07
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Journal ISSN
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Abstract
Background: The study was conducted to assess student attitude toward learning
by didactic lectures versus problem-based learning (PBL).
Methods: A questionnaire containing 11 statements was distributed to the students.
Statements ranged from general information on lectures and PBL to benefits of
lecture-based learning (LBL) over PBL and vice versa. The students were asked
to score each individual statement. The median total scores and median with interquartile
range of individual statements was calculated. A comparison between
questions that support LBL or PBL was performed. Student t-test was employed to
compare the mean scores of different groups.
Results: Two hundred and seven students participated in this questionnaire study.
The individual median total score was 42 when compared with possible total score
of 55. There was a statistically significant (p<0.05) difference between the total score
(mean±standard deviation) for the questions related to LBL (3.2391±0.05120) and
those related to PBL (4.0640±0.05688).
Conclusion: The score for PBL was significantly higher than LBL showing that
students liked PBL more than LBL.
Description
Keywords
Teaching, Lectures, Problem-based learning
Citation
Mohan Lalit, Shenoy Smita, Eesha B R, Anoopkishore, Bairy K L, Patil Navin. Students’ attitude toward didactic lecture versus problem-based learning in pharmacology: a questionnaire based study. International Journal of Basic & Clinical Pharmacology. 2014 Jul-Aug; 3(4): 619-622.