Attitude and perception of undergraduate medical students toward the problem-based learning in Chitwan Medical College, Nepal

Abstract

Background: Problem-based learning (PBL) was introduced into Basic Medical Sciences early in the 1980s at Tribhuvan University (TU), Nepal, followed by other universities where didactic lecture method was still followed as the main teaching strategy. Despite gaining its popularity worldwide as integrated teaching learning method, PBL is not given importance in Nepal. This study aimed to assess the attitude and perceptions of undergraduate medical students regarding learning outcomes of PBL and to know their views about role and qualities of effective tutors for its successful implementation.

Methods: This descriptive study was based on a self-administered questionnaire. The first part of the questionnaire measured students' perception and attitude toward benefits of PBL and the second part measured students' perception about role of PBL tutor. Bachelor of Medicine and Bachelor of Surgery (MBBS) first year (2014/2015 academic year) students at Chitwan Medical College, TU, were asked to express their opinions about the importance of learning outcomes by rating each statement on a five-point Likert scale and the responses were combined into three categorical variables: "agree" (strongly agree plus agree), "neutral", and "disagree" (strongly disagree plus disagree). Data were analyzed using SPSS version 21.0.

Results: Approximately 85.5% participants agreed that PBL is an interesting method of teaching learning. Most of them (86.7%) accepted that PBL is an interactive and a mutual learning method and improves self-directed learning (83.2%). Although 78% had recommended it better than lecture, many (54.2%) pointed it out as a time-consuming method. The participants were also highly rated (80.5%) to the statement - the tutor's role in enhancing the constructive active learning and maintaining good intra-personal behavior.

Conclusion: Student's attitude toward PBL was positive. They highly appreciated the roles of a tutor as facilitators and motivators for proper activities in PBL session. PBL sessions were considered effective in improving students professional knowledge and refining problem-solving and self-directed learning skills along with enriching teamwork experience.

Keywords: PBL; role of tutor; student’s perception; teaching learning method.

Figure 1

Students’ perception about the role of tutor in PBL (n=113). Notes: Constructive/active learning: the tutor stimulated us to summarize what we had learnt in our own words (13); the tutor stimulated us to search for links between issues discussed in the tutorial group (14); the tutor stimulated us to understand underlying mechanisms/theories (15). Self-directed learning: the tutor stimulated us to generate clear learning issues by ourselves (16); the tutor stimulated us to search for various resources by ourselves (17). Contextual learning: the tutor stimulated us to apply knowledge to the discussed problem (18); the tutor stimulated us to apply knowledge to other situations/problems (19). Collaborative learning: the tutor stimulated us to give constructive feedback about our group work (20); the tutor stimulated us to evaluate group co-operation regularly (21). Intra-personal behavior as tutor: the tutor had a clear picture about his/her strengths/weaknesses as a tutor (22); the tutor was clearly motivated to fulfill their role as a tutor (23). Abbreviation: PBL, problem-based learning.