Facilitative Learning in Physiology-Problem Based Learning Approach.

ABSTRACT

Background: Problem-Based Learning is a student-centred and self-directed teaching approach. The role of the teacher is to facilitate learning by the student. The Students and faculty were introduced to Problem Based Learning for better understanding the Physiological mechanisms and to improve the scoring. Methods: To introduce Problem Based Learning and to reinforce active, self-directed learning, problem solving skills and to improve the performance. Conventional Tutorial was conducted on the topics of endocrinology and 40 marks test taken. Orientation towards conducting sessions for Problem Based Learning was given to faculty and evaluated after the presentation by students. Results: All aspects of Problem Based Learning received higher rating than conventional tutorial. Students preferred Problem Based Learning with highest score 62%. Both Problem Based Learning and conventional sessions are opted by 27% of students. Only 11% .Students showed interest towards Conventional Tutorial. Mean score of the written test assessment after Problem Based Learning showed significantly higher than the Conventional Tutorial. Z test is applied. Z = 3.26 >1.80, P < 0.05. Conclusion: When compared with the conventional tutorial teaching, Problem Based Learning facilitated learning and inspired the students' activity, creativity, train their comprehensive abilities and improved their performance.