A Comparative Study of the Effects of Two Educational Methods, PBL and E-PBL on the Learning of Cardiology Ward Interns

There has been a growing trend in many countries to present medical courses electronically and in the form of learner-based learning. Hence، the present study aimed to compare the effects of two educational methods، Problem-based Learning (PBL) and Electronic Problem-based Learning (E-PBL)، on the learning of cardiology ward interns in 2013. This pretest-posttest quasi-experimental study was performed on 64 interns in the cardiology ward of Shariati Hospital، Isfahan in 2013-2014 academic years. The participants were divided randomly into two groups (32 in each) and matched in terms of educational progress، age، gender، and mastery of computer skills. Researcher-made questionnaires were completed before and after the intervention in order to measure knowledge، attitude، and practice. Trainings were separately presented for each group in the forms of PBL and E-PBL. Data were analyzed using independent t-test and T-square test. In PBL method، mean scores of knowledge، attitude، and practice were 12. 2±11. 38 (out of 40)، 3. 2±1. 8 (out of 10)، and 8. 1±4. 25 (out of 20) respectively before trainings and 4. 8±4. 4، 6. 5±4. 31، 16. 7±1. 4 respectively after the intervention. As for E-PBL، mean scores were 2. 21±0. 5، 11. 78±2. 4، and 6. 2±1. 82 respectively before the intervention and 75. 74±1. 7، 8. 85±0. 38، and 19. 2±1. 2 respectively after the intervention. Findings indicated that there was a significant difference between students’ learning before and after the intervention in both methods and this difference was more significant for E-PBL (P≤0. 001) than PBL. Given the significant difference between the scores of participants trained by means of PBL and E-PBL methods and the advantages of the electronic method، Electronic Problem-based Learning is suggested for this course for medical students.