Students’ Attitude Toward Didactic Lecture Versus Problem-based Learning in Pharmacology: A Questionnaire Based Study

Mohan, Lalit and Shenoy, Smita and Kishore, Anoop and Bairy, KL and Patil, Navin A (2014) Students’ Attitude Toward Didactic Lecture Versus Problem-based Learning in Pharmacology: A Questionnaire Based Study. International Journal of Basic & Clinical Pharmacology, 3 (4). pp. 619-622. ISSN 2279-0780

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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 inter-quartile 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.

Item Type: Article
Uncontrolled Keywords: Teaching; Lectures; Problem-based learning
Subjects: Pharmacy > MCOPS Manipal > Pharmacology
Depositing User: KMC Manipal
Date Deposited: 02 Aug 2014 09:35
Last Modified: 02 Aug 2014 09:35
URI: http://eprints.manipal.edu/id/eprint/140319

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