ABSTRACT
Background: Problem-based learning [PBL] and case-based learning [CBL] are teaching methodologies, which regulate self-directed learning skills. In medical schools of Pakistan either or both are being consistently used in the undergraduate and postgraduate curriculum. The objective of our study was to compare CBL with PBL on the basis of perception of those students who have observed this transition of learning methodologies in the undergraduate medical curriculum
Methods: It was a cross sectional comparative study, conducted from February to May 2016 whereby all 3rd year medical students who were exposed to PBL in the third year of education after two years experience of CBL were included. Response of students on the usefulness of PBL was acquired on 5-point Likert scale. Results were compared by chi square test
Result: The complete response was obtained from 212 students. Eighty four percent students preferred PBL over CBL [p<0.01]. PBL significantly assisted students to; identify gaps in knowledge, improve their areas of weakness, manage time, make decisions, solve problems, use critical reasoning skills and communicate with each other [p<0.01] in comparison to CBL. It enhanced the ability to find information from internet and libraries. Students recommended that PBLs were time consuming and proper training of facilitators was required as compared to CBL. They were convinced with system of education of CBL followed by PBL
Conclusion: The PBL was effective in terms of retention of concepts, critical reasoning and problem-solving approaches yet satisfaction with the current system of education elucidated role of CBL in the first two years of undergraduate medical curriculum to prepare students through guided enquiry and presentation of clinical scenarios. Proper training of facilitators will be a key point to improve learning of students through PBLs