TY - JOUR
T1 - Learning approaches of undergraduate medical students to physiology in a non-PBL- and partially PBL-oriented curriculum
AU - Abraham, R. R.
AU - Vinod, P.
AU - Kamath, M. G.
AU - Asna, K.
AU - Ramnarayan, K.
PY - 2008/1/1
Y1 - 2008/1/1
N2 - Melaka Manipal Medical College (Manipal Campus; Manipal, Karnataka, India) conducts the Bachelor of Medicine and Bachelor of Surgery program, for which the admission intakes are during the months of March and September. The present study was undertaken to study the differences in learning approaches to physiology of undergraduate medical students in a partially problem-based learning (PBL)- and non-PBL-oriented curriculum. PBL was introduced as a curricular reform for the September 2006 batch of students (partially PBL group), whereas it was not incorporated for the March 2006 batch of students (non-PBL group). Learning approaches to physiology of both groups of students were compared using the short inventory of approaches to learning. Mean scores for deep and strategic approaches were found to be significantly higher for the partially PBL group compared with the non-PBL group. The results of the present study support the earlier observation that PBL promotes a deep approach to learning.
AB - Melaka Manipal Medical College (Manipal Campus; Manipal, Karnataka, India) conducts the Bachelor of Medicine and Bachelor of Surgery program, for which the admission intakes are during the months of March and September. The present study was undertaken to study the differences in learning approaches to physiology of undergraduate medical students in a partially problem-based learning (PBL)- and non-PBL-oriented curriculum. PBL was introduced as a curricular reform for the September 2006 batch of students (partially PBL group), whereas it was not incorporated for the March 2006 batch of students (non-PBL group). Learning approaches to physiology of both groups of students were compared using the short inventory of approaches to learning. Mean scores for deep and strategic approaches were found to be significantly higher for the partially PBL group compared with the non-PBL group. The results of the present study support the earlier observation that PBL promotes a deep approach to learning.
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U2 - 10.1152/advan.00063.2007
DO - 10.1152/advan.00063.2007
M3 - Article
AN - SCOPUS:40749102890
SN - 1043-4046
VL - 32
SP - 35
EP - 37
JO - American Journal of Physiology - Advances in Physiology Education
JF - American Journal of Physiology - Advances in Physiology Education
IS - 1
ER -