Department of Anatomy, Bahria University Health Sciences, Karachi, Pakistan.
J Pak Med Assoc. 2024 Feb;74(2):264-271. doi: 10.47391/JPMA.8448.
To determine the effectiveness of problem-based learning compared to conventional teaching strategies, and to determine the impact of sub-disciplines of Anatomy on learning outcomes of the subject.
The cross-sectional, descriptive study was conducted at Bahria University Health Sciences, Karachi, from August to October 2022, and comprised 1st and 2nd year medical students and 1st year dental students of either gender who were being taught by the hybrid method including both conventional and problem-based learning strategies. Data was collected using a questionnaire circulated through Google Forms. It had close-ended questions that were scored on a Likert scale. Anatomy sub-disciplines explored were gross, embryology and histology. Data was analysed using SPSS 23.
Of the 251 subjects, 125(49.8%) were males and 126(50.2%) were females. The overall age ranged aged 18- 23 years. There were 115(45.8%) 1st year medical students, 111(44.2%) 2nd year medical students and 25(10%) 1st year dental students. Among 1st year medical students 60(52.17%), among 2nd year medical students 64(57.6%) and among 1st year dental students 14(56%) respondents favoured problem-based learning compared to conventional methodology. Highly significant results were obtained regarding need of topic revision (p<0.001), whether knowledge of conventional teaching method is enough for understanding the clinical scenarios (p=0.017, whether pictures shown during the problem-based learning sessions were enough for understanding anatomy (p=0.035), relevance of questions in oral structured practical examination (p=0.019) and viva (p=0.002). When the participants were asked regarding the anatomy sub-discipline that required revision for comprehensive learning, 72(28.3%) mentioned gross anatomy.
Students considered problem-based learning to be more inducive in enhancing learning compared to conventional teaching.
比较以问题为基础的学习与传统教学策略的有效性，并确定解剖学的分支学科对该学科学习成果的影响。
本横断面描述性研究于 2022 年 8 月至 10 月在卡拉奇的巴里亚大学健康科学学院进行，纳入了采用包括传统教学和以问题为基础的学习策略在内的混合教学方法的男女医学生和牙科学一年级学生，这些学生为 1 年级和 2 年级。使用通过 Google 表格分发的问卷收集数据。它有基于李克特量表评分的封闭式问题。探索的解剖学分支学科包括大体解剖学、胚胎学和组织学。使用 SPSS 23 进行数据分析。
在 251 名受试者中，125 名（49.8%）为男性，126 名（50.2%）为女性。总体年龄为 18-23 岁。有 115 名（45.8%）1 年级医学生、111 名（44.2%）2 年级医学生和 25 名（10%）1 年级牙科学一年级学生。在 1 年级医学生中，有 60 名（52.17%）、2 年级医学生中，有 64 名（57.6%）和 1 年级牙科学学生中，有 14 名（56%）受访者更喜欢基于问题的学习方法，而不是传统方法。在需要主题复习（p<0.001）、传统教学方法的知识是否足以理解临床情况（p=0.017）、基于问题的学习过程中显示的图片是否足以理解解剖学（p=0.035）、口腔结构实践考试（p=0.019）和口试（p=0.002）的相关性方面，得出了高度显著的结果。当被问及需要修订哪些解剖学分支学科以进行全面学习时，72 名（28.3%）参与者提到了大体解剖学。
与传统教学相比，学生认为基于问题的学习更有助于提高学习效果。
