Author(s): Hossein Jabbari | Fariba Bakhshian | Mahasti Alizadeh | Hossein Alikhah | Mohammad Naghavi Behzad
Journal: Research and Development in Medical Education
ISSN 2322-2719
Volume: 1;
Issue: 2;
Start page: 31;
Date: 2012;
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Keywords: Course | Problem-based learning | Lecture-based learning | Education | Public health
ABSTRACT
Introduction: Problem-based learning (PBL) method has progressed as an alternative to lecture-based learning (LBL) method in recent decades. Benefits of PBL clearly supported by researches however several items remain unclear especially in Iranian medical universities. The aim of this paper is to compare the learning outputs of PBL and LBL methods. Methods: In this cross- sectional study public health course was prepared for three groups of students. Group 1 included medical students (n=101), Group 2 dentistry students (n=54), and Group 3 was formed of pharmacy students (n=112). Scores of final exam as well as 10 similar- root questions as a short-term outcome, scores in national basic science exam, recent similar informal exam as a mid-term output in addition to course evaluation by students, and assessment of attitude about PBL were compared between groups. Data analysis was performed by SPSS-11 using means’ comparison. Results: Scores of students in PBL group was significantly higher in final exam (P
Journal: Research and Development in Medical Education
ISSN 2322-2719
Volume: 1;
Issue: 2;
Start page: 31;
Date: 2012;
VIEW PDF
DOWNLOAD PDF Original pageKeywords: Course | Problem-based learning | Lecture-based learning | Education | Public health
ABSTRACT
Introduction: Problem-based learning (PBL) method has progressed as an alternative to lecture-based learning (LBL) method in recent decades. Benefits of PBL clearly supported by researches however several items remain unclear especially in Iranian medical universities. The aim of this paper is to compare the learning outputs of PBL and LBL methods. Methods: In this cross- sectional study public health course was prepared for three groups of students. Group 1 included medical students (n=101), Group 2 dentistry students (n=54), and Group 3 was formed of pharmacy students (n=112). Scores of final exam as well as 10 similar- root questions as a short-term outcome, scores in national basic science exam, recent similar informal exam as a mid-term output in addition to course evaluation by students, and assessment of attitude about PBL were compared between groups. Data analysis was performed by SPSS-11 using means’ comparison. Results: Scores of students in PBL group was significantly higher in final exam (P
