Learning outcome of problem-based learning versus traditional learning amongst phase I MBBS students: Acomparative analysis

Abstract

Background: Medical education is an evolving process generally emphasizing on a student-centred self-directed approach more than traditional teaching learning methods.  Objectives: To compare the learning outcome of students between problem-based learning (PBL) and traditional learning (TL) method and also to analyse the student’s perception towards the same.  Methods: This comparative study was conducted on 150 phase I MBBS students of both sexes studying pre-clinical sciences vis anatomy, physiology, biochemistry in a tertiary care medical college and hospital of India. Students were divided into two groups based on teaching learning methods applied on six different topics. Seventy-five students were exposed to PBL (Group I) and 75 were taught by TL (traditional didactic lecture). PBL uses a trigger, such as a case or scenario, to start the learning process. Students then study on their own, explore relevant topics, and gradually improve and clarify their comprehension to the topics. Learning outcome was evaluated by comparing the scores of summative assessments conducted after a span of four weeks of teaching learning by these two  methods. Students’ perceptions were documented through a questionnaire survey. The statistical analysis used was independent sample t test. Results: The students group assigned with PBL had significantly higher mean scores than their comparison group who were exposed to TL. The analysis of students’ perception towards the adopted method revealed PBL to be more satisfactory in terms of interactive learning and increasing critical thinking skills as well. Conclusion: In problem-based learning where student has to think rationally to comprehend a concept has proven to be a more effective teaching learning modality in par with the highly demanding medical education of recent era when compared to traditional way teaching by means of didactic lectures. J Bangladesh Soc Physiol 2026;21(1):1-10