TY - JOUR
T1 - Incorporating problem based learning into medical curriculum
T2 - An experience from a medical college in Mangalore
AU - Kumar, Nithin
AU - Kanchan, Tanuj
AU - Unnikrishnan, Bhaskaran
AU - Thapar, Rekha
AU - Mithra, Prasanna
AU - Kulkarni, Vaman
AU - Holla, Ramesh
AU - Bhagwan, Darshan
AU - Radhakrishnan, Yeshwanter
PY - 2017/9/1
Y1 - 2017/9/1
N2 - BACKGROUND: The Medical Council of India (MCI) has envisioned a change in the undergraduate medical curriculum by encouraging integrated teaching and Problem Based Learning (PBL). METHODS: In this cross-sectional study 110 medical teachers of Kasturba Medical College, Mangalore were assessed regarding their perception on PBL. Independent t-test was applied to find out the difference in the mean perception scores regarding PBL among the teachers in pre/para-clinical and clinical departments and P < 0.05 was considered statistically significant. RESULTS: PBL as a teaching method was preferred by 65.2% medical teachers. The teachers from clinical departments (Mean 4.1, SD 0.8) perceived PBL sessions to be more effective than the traditional methods than those from the pre-clinical and para clinical departments (Mean 3.7, SD 3.7) and this difference was found to be statistically significant. (P=0.028). CONCLUSION: PBL can complement integrated teaching and motivates students towards self-learning, and apply the learnt concepts of basic specialties to clinical problem solving.
AB - BACKGROUND: The Medical Council of India (MCI) has envisioned a change in the undergraduate medical curriculum by encouraging integrated teaching and Problem Based Learning (PBL). METHODS: In this cross-sectional study 110 medical teachers of Kasturba Medical College, Mangalore were assessed regarding their perception on PBL. Independent t-test was applied to find out the difference in the mean perception scores regarding PBL among the teachers in pre/para-clinical and clinical departments and P < 0.05 was considered statistically significant. RESULTS: PBL as a teaching method was preferred by 65.2% medical teachers. The teachers from clinical departments (Mean 4.1, SD 0.8) perceived PBL sessions to be more effective than the traditional methods than those from the pre-clinical and para clinical departments (Mean 3.7, SD 3.7) and this difference was found to be statistically significant. (P=0.028). CONCLUSION: PBL can complement integrated teaching and motivates students towards self-learning, and apply the learnt concepts of basic specialties to clinical problem solving.
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U2 - 10.4103/ijp.IJP_492_16
DO - 10.4103/ijp.IJP_492_16
M3 - Article
AN - SCOPUS:85042851708
SN - 0253-7613
VL - 49
SP - 344
EP - 347
JO - Indian Journal of Pharmacology
JF - Indian Journal of Pharmacology
IS - 5
ER -