Lecture-based Versus Problem-Based Learning Methods in Public Health Course for Medical Students

dc.creator	Hossein Jabbari
dc.creator	Fariba Bakhshian
dc.creator	Mahasti Alizadeh
dc.creator	Hossein Alikhah
dc.creator	Mohammad Naghavi Behzad
dc.date	2012-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:05:15Z
dc.date.available	2015-07-20T22:05:15Z
dc.identifier	10.5681/rdme.2012.008
dc.identifier	2322-2719
dc.identifier	https://doaj.org/article/fef20f943ae74f91a5d5f8bf31ec86ad
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/9622
dc.identifier.uri	https://doaj.org/article/fef20f943ae74f91a5d5f8bf31ec86ad
dc.description	Introduction: Problem-based learning (PBL) method has progressed as an alternative to lecture-based learning (LBL) method in recent decades. Benefits of PBL clearly supported by researches however several items remain unclear especially in Iranian medical universities. The aim of this paper is to compare the learning outputs of PBL and LBL methods. Methods: In this cross- sectional study public health course was prepared for three groups of students. Group 1 included medical students (n=101), Group 2 dentistry students (n=54), and Group 3 was formed of pharmacy students (n=112). Scores of final exam as well as 10 similar- root questions as a short-term outcome, scores in national basic science exam, recent similar informal exam as a mid-term output in addition to course evaluation by students, and assessment of attitude about PBL were compared between groups. Data analysis was performed by SPSS-11 using means’ comparison. Results: Scores of students in PBL group was significantly higher in final exam (P<0.001). The percentage of correct responses to 10 same- root questions in PBL (M= 6.68) were significantly higher (M=6.54). Faculty members were evaluated better in PBL group (P<0.001) in all aspects of teaching. Totally, the students who evaluated teachers in PBL group had 2 points more than LBL group (P<0.001). Scores of students in national exam (after two years) and the recent survey (in the third year) were higher in PBL group (P<0.001). Conclusion: Results of using PBL method indicated the higher rate of scores and better recalling of learned materials in this method.
dc.language	English
dc.publisher	Tabriz University of Medical Sciences
dc.relation	http://journals.tbzmed.ac.ir/PDF/RDME/Manuscript/RDME-1-31.pdf
dc.relation	https://doaj.org/toc/2322-2719
dc.source	Research and Development in Medical Education, Vol 1, Iss 2, Pp 31-35 (2012)
dc.subject	Course
dc.subject	Problem-based learning
dc.subject	Lecture-based learning
dc.subject	Education
dc.subject	Public health
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Lecture-based Versus Problem-Based Learning Methods in Public Health Course for Medical Students
dc.type	Article