| EDUCATIONAL FORUM |
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| Year : 2017 | Volume
: 49
| Issue : 5 | Page : 344-347 |
Incorporating problem based learning into medical curriculum: An experience from a medical college in Mangalore
Nithin Kumar1, Tanuj Kanchan2, Bhaskaran Unnikrishnan1, Rekha Thapar1, Prasanna Mithra1, Vaman Kulkarni1, Ramesh Holla1, Darshan Bhagwan1, Yeshwanter Radhakrishnan1
1 Department of Community Medicine, Kasturba Medical College, Manipal University, Mangaluru, Karnataka, India
2 Department of Forensic Medicine and Toxicology, All India Institute of Medical Sciences, Jodhpur, Rajasthan, India
Correspondence Address:
Dr. Nithin Kumar
Department of Community Medicine, Kasturba Medical College, Manipal University, Mangalore, Karnataka
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/ijp.IJP_492_16
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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