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ISSN: 2394-4137 (E) 2394-6318 (P)

IJIMS.2015.119

Type of Article: Original Research

Volume 2; Issue 6 : June 2015

Page No.: 134-138

DOI: 10.16965/ijims.2015.119

 

PBL: An Effective Method Of Reinforcement Learning

Montosh Chakraborty 1, Shivakrishna Gouroju *2, Pinki Garg 3, Karthikeyan P 4.

 

1 Assistant Professor, Department of Biochemistry, Andaman and Nicobar Islands Institute of Medical Sciences, Port Blair, India.

*2 Tutor in Department of Biochemistry, Andaman and Nicobar Islands Institute of Medical Sciences, Port Blair, India.

3 Assistant Professor, Department of Biochemistry, NDMC Medical college, Delhi, India.

4 PG Trainee, Department of Biochemistry, Maulana Azad Medical College, New Delhi, India.

 

CORRESPONDENCE: Shivakrishna Gouroju, Tutor in Department of Biochemistry, Andaman and Nicobar Islands Institute of Medical Sciences, Port Blair, India. E-Mail: phdbiochemshiv@gmail.com

 

ABSTRACT

The teaching method in undergraduate MBBS curricula is expected to develop a vast range of intellectual, visual and manual skills, in the learning and incorporate large amounts of factual information to practice technical and technological procedures. Problem based learning (PBL) is small group teaching and learning program, which emphasizes and stimulates the team work and problem solving ability, independent learning and create a broader understanding of the complexity of medicine. The students must become proficient in assessing their individual learning progress and that of their peers. So our study aims to evaluate the efficiency of PBL in the enhancement of knowledge of 126 learners. We measured the student preference regarding PBL system. The participants were divided into 2 groups on the basis of before theory and after theory test marks and were sex matched. After that group-I attended revision of theory class and group-II attended PBL class with the same teacher on the same topic. After revision theory class and the PBL session, learner’s response was increased significantly when compared with before and after theory class. When we compared PBL with after theory revision class the learning knowledge was significantly increased (p-values 0.00). Students who used the problem-based learning method showed better understanding of the subject and it also encouraged active student participation in the learning process.

KEY WORDS: Problem based learning, traditional learning, teaching.

 

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