Problem-based Learning versus Case-based Learning in Undergraduate Psychiatry: A Quasi-experimental Crossover Study

Abstract

Undergraduate medical education has increasingly adopted learner-centred instructional approaches, particularly problem-based learning (PBL) and case-based learning (CBL). The two methods have been assessed in different medical fields, yet the available evidence does not show which method works better for teaching undergraduate psychiatry students in India at the MBBS level. This research study investigates the learning outcomes and student satisfaction between PBL and CBL teaching approaches during undergraduate psychiatry clinical education. The research took place through a quasi-experimental crossover design, which studied MBBS students at the Phase 3 Part 2 level in a tertiary care teaching hospital based in Kerala India from April to June 2025. The research subjects received each teaching approach through a system which switched between different instructional methods. Knowledge acquisition was assessed using topic-specific multiple-choice question (MCQ) administered before and after each teaching session, while learner perceptions were evaluated using a validated five-point Likert scale. Appropriate nonparametric statistical methods were applied for analysis. Ninety students completed the study, with 45 participants assigned to each instructional sequence. The MCQ scores after treatment showed major progress when students learned with both teaching approaches throughout all psychiatric subjects. The depression and bipolar disorder modules showed better results through PBL, but CBL students gave higher ratings for their learning experience, their ability to use clinical skills, their diagnostic skills, and their time management skills. Conversely, PBL achieved superior scores for learner engagement. The educational methods of PBL and CBL provide valuable learning experiences to undergraduate psychiatry students because each method targets various educational goals. The combination of these two methods will help students gain better knowledge understanding while improving their clinical reasoning abilities and will create an enhanced learning experience during their psychiatric education.