Publications

Abstract

The aim of this study was to compare the effectiveness of problem-based learning (PBL) to traditional tutorial classes as a small group of teaching–learning method and to assess the perceptions of students regarding PBL. The study involved 56 6th-term-undergraduate MBBS students and 6 ophthalmology teachers, all with a postgraduate degree in ophthalmology, who are trained PBL facilitators. The students were divided into two major groups according to their roll numbers. The first group (Group A) was further divided into four smaller groups of six or seven students each, who were given case scenario triggers for PBL on cataract and iridocyclitis topics, and PBL was conducted over a period of 4weeks. The second group (Group B) was divided into two subgroups and underwent tutorials for 4 weeks on the same topics. The two major groups were then swapped: the first group (Group A) with 26 students, who undertook PBL, had tutorials on corneal ulcer and glaucoma, while Group B did PBL in corneal ulcer and glaucoma, over the next 4weeks. At the end of 8weeks, the students answered an MCQ (multiple choice question) test on the four topics covered and also gave feedback on their perceptions on two methods. There was no statistically significant difference in the mean scores between the two groups with the mean (±SD) marks in Group Aand B as18.95 ± 5.27 and 19.77 ± 4.25, respectively, in session 1 and 15.38 ± 3.63 and 16.75 ± 4.21 in session 2. Majority of the students preferred tutorials over PBL (35/53). In our study, the traditional knowledge-based assessments of learning outcomes did not show much difference between students in PBL group and traditional tutorial group. Our students preferred tutorial method as compared to PBL method of teaching.