Comparing medical student opinions regarding teaching based on lectures and problem-based learning in large groups

Problem-based learning (PBL) is possibly one of the most innovative methods in medical education. In this training method, small groups of students work on a subject and learn the educational goals which include basic and clinical sciences. The aim of this study was comparing students’ and facilitators’ satisfaction in teaching pediatric course materials by two methods of large group PBL and lecture-based teaching.

In this analytic study, all pediatric theory course students (40 students) were divided into 5 groups. 6 PBL training sessions was added to regular conventional lectures of pediatric subjects. Students’ and facilitators’ satisfaction data for both methods of teaching were collected during the semester. Finally the data was analyzed using descriptive and inferential statistics.

The results of this study indicated that most students preferred PBL over the lecture-based traditional teaching in the most of the aspects (P<0.05). Tutors activity did not show any significant difference in both methods. Tutors managed this form of PBL effectively within time restraints and reported that they enjoyed the process.

Based on the findings of this study, the modified problem based learning methodology can be successfully used with larger groups of students.