Volume : 3
Issue : 3
Online ISSN : 2393-8005
Print ISSN : 2454-4396
Article First Page : 115
Article End Page : 121
To understand the perception of students and teachers about implementation of Problem Based Learning (PBL) in Biochemistry and to assess its cognitive impact on student.
100 students from Ist MBBS participated in the study. PBL was conducted in two sessions with pre validated case designed on hyperlipidemia. Marks scored in pre & post tests were compared by applying students paired‘t’ test. An attitude survey of the student and teachers was done using Likert Scale ranging from strongly disagree to strongly agree.
Score of post-test was significantly increased (p<0.001). Both teachers and students have favoured PBL as the best method of teaching as it would assist them in seeing relevance of learning to their future role in the community. Both the groups appreciated PBL as it stimulates the learner for self-study, facilitate better and healthy teacher student relationship improves communication skills and problem solving ability in Biochemistry. Student felt that PBL should be made mandatory in biochemistry and suggested other topics as well. However teachers agreed that PBL is time consuming and it would deprive students to acquire knowledge from experienced and good teachers. Teachers and students differ in opinion about nature of the case and active involvement of facilitators.
PBL motivates student for self-study and helps to improve communication skills. However guidance of experienced teacher is needed to summarize the topic. Though time consuming PBL should be made mandatory in Biochemistry as a teaching learning tool.
Keywords: PBL, Hyperlipidemia, First MBBS