Comparison of cognitive domain scores after lecture-based and problem-based learning in community medicine

Authors

  • Sundaram Kartikeyan Department of Community Medicine, Rajiv Gandhi Medical College, Kalwa, Thane, Maharashtra, India
  • Aniruddha A. Malgaonkar Department of Community Medicine, Rajiv Gandhi Medical College, Kalwa, Thane, Maharashtra, India

DOI:

https://doi.org/10.18203/2394-6040.ijcmph20184004

Keywords:

Community medicine, Problem based learning, Cognitive domain scores

Abstract

Background: Problem-based learning is a student-centred, problem-based, small-group method of learning that emphasizes use of scenarios. The objective of this comparative descriptive study was to determine the difference in cognitive domain scores after lecture-based learning and problem-based learning.

Methods: This comparative descriptive study was conducted at a municipal medical college in Thane, Maharashtra, India. After approvals, the study was explained to third-year MBBS students and written informed consent was obtained from willing students. After delivering lectures on five topics in environmental health in the subject of Community Medicine, a pre-test was conducted, which comprised five short-answer questions (ten marks per question; maximum 50 marks). Scenarios pertaining to the same topics were devised for problem-based learning. To enable small-group discussion, the students were randomly assigned to two groups. The post-test questionnaire was identical to that used for the pre-test.

Results: A total of 61 students (males=26; 42.62% and females=35; 57.38%) participated. The overall mean pre-test scores increased from 26.44±3.58 (95% CI: 25.55-27.34) to 32.74±4.46 (95% CI: 31.62-33.86). The difference between the overall pre- and post-test scores was highly significant (Z=8.604; p<0.00001). However, the gender differences in pre- and post-test scores were not statistically significant.

Conclusions: Since problem-based learning offers a stan­dardized method of teaching wherein the knowledge can be applied, it can be used as an adjunct in educational settings that focus mainly on lecture-based learning.

Author Biographies

Sundaram Kartikeyan, Department of Community Medicine, Rajiv Gandhi Medical College, Kalwa, Thane, Maharashtra, India

Preventive and Social Medicine

Professor and HoD

Aniruddha A. Malgaonkar, Department of Community Medicine, Rajiv Gandhi Medical College, Kalwa, Thane, Maharashtra, India

Preventive and Social Medicine

Lecturer

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Published

2018-09-24

How to Cite

Kartikeyan, S., & Malgaonkar, A. A. (2018). Comparison of cognitive domain scores after lecture-based and problem-based learning in community medicine. International Journal Of Community Medicine And Public Health, 5(10), 4527–4531. https://doi.org/10.18203/2394-6040.ijcmph20184004

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Section

Original Research Articles