INTEGRATING PROBLEM-BASED LEARNING SESSIONS WITH DIDACTIC LECTURES IN ANATOMY: A CROSS-SECTIONAL STUDY.

Abstract

Background: Anatomy is a very essential science. Knowledge of anatomy is significantly associated in situations with nearly every characteristic of medical modules. Therefore, it is required to be educated and mastered competently by medical students. Aim: The chief objective of this research is to note and examine the outcome of teaching methods for example problem-based learning and seminars when integrated with educational lectures by first-year UG students. Materials and Methods: This is a cross-sectional study carried out at Andhra Medical College, Visakhapatnam, Andhra Pradesh, India in which 150 students from the first year were included. They were divided into 2 categories, 75 students in each category. Categories 1 and 2 are again subdivided into three categories. Both of the categories undergo seminar and problem-based learning in four chosen topics in the anatomy of the abdomen. An autonomous assessment was done to acknowledge the desired methods. Results: In topic 1 the average difference between the case-based learning and lecture in both categories is 4 ± 1.18 and 3.4 ± 1.4 respectively. In topic 2, the average difference between the case-based learning and lecture in both categories is 3.9 ± 1.7 and 1.8 ± 1.3 respectively. Conclusion: In this study, it was evaluated that problem-based learning is more efficacious in relating to critical thinking. However, problem-based learning and seminars both are required with didactic lectures. Recommendation: Problem-based learning and tuition classes along with conventional lecture sessions are very effective in helping students understand anatomy in a better manner.

Keywords

• Problem-based learning
• seminars
• didactic lecture