Rao, Guruprasad (2013) Faculty Perception Of PBL Curriculum in Melaka Manipal Medical College, Manipal,India. International Journal of Applied Biology and Pharmaceutical Technology , 4 (2). pp. 105-111. ISSN 0976-4550

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Abstract

Present study was carried out to gauge the perception of the faculty members of Melaka Manipal Medical College (MMMC), Manipal, India regarding the problem-based learning (PBL) curriculum. The faculty were divided into those with prior experience of PBL (group A) and those without it (group B) and were asked to respond to a Likert scale questionna re regarding the PBL curriculum. Majority of the faculty members agreed that PBL curriculum helps students to acquire critical thinking skills and has made them more responsible towards self-study. Majority of the inexperienced faculty members felt that students tend to selectively prepare for certain learning objectives rather than for the entire problem whereas majority of the experienced faculty disagreed (p<0.01). A greater majority of those in group A than group B opined that students initially reluctant to participate in PBL discussions improve their participation over the year (p<0.05). Majority of faculty in group A agreed that student assessment method currently followed in PBL is adequate to grade student involvement in PBL whereas half of those in group B disagreed. Most of the faculty members in both groups felt that the present PBL-lecture hybrid system is better than the entirely lecture-based curriculum. Most faculty in group B would like more PBL sessions to be introduced whereas most of those in group A disagreed. A good number in both groups felt that greater integration of the different disciplines in PBL is desirable.

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