E-ISSN 2231-3206 | ISSN 2320-4672
 

Original Research 


Problem-based learning as a learning tool: Learners’ perspective of an Indian medical school

Arunita T Jagzape, Tripti Srivastava, Nazli Quazi, Alka Rawekar.

Abstract
Background: Problem-based learning (PBL) is introduced in Indian medical schools as it is an appropriate educational strategy inclined to the SPICES model. Though feedback is taken after PBL sessions, it is mostly quantitative.

Aims and Objective: To obtain a qualitative approach and in-depth introspection regarding perception toward PBL.

Materials and Methods: This descriptive study with convenient sampling (n = 45) was conducted in Department of Physiology, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences, Maharashtra, India, using focus group discussion (FGD). Three FGDs were conducted till saturation using the FGD guide and the results were expressed as per COREQ (Consolidated Criteria for Reporting Qualitative Studies).

Result: Students opined that PBL, as a part of curriculum, was a better learning tool and helped them in conceptual learning. They suggested that PBL to be taken after every system of Physiology.

Conclusion: The overall attitude of students regarding PBL was positive with some relevant contextual recommendations with regard to Indian settings.

Key words: Problem-Based Learning; Qualitative Approach; Perception; Focus Group Discussion; COREQ


 
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How to Cite this Article
Pubmed Style

Arunita T Jagzape, Tripti Srivastava, Nazli Quazi, Alka Rawekar. Problem-based learning as a learning tool: Learners’ perspective of an Indian medical school. Natl J Physiol Pharm Pharmacol. 2015; 5(4): 291-295. doi:10.5455/njppp.2015.5.0803201538


Web Style

Arunita T Jagzape, Tripti Srivastava, Nazli Quazi, Alka Rawekar. Problem-based learning as a learning tool: Learners’ perspective of an Indian medical school. https://www.njppp.com/?mno=181874 [Access: June 02, 2022]. doi:10.5455/njppp.2015.5.0803201538


AMA (American Medical Association) Style

Arunita T Jagzape, Tripti Srivastava, Nazli Quazi, Alka Rawekar. Problem-based learning as a learning tool: Learners’ perspective of an Indian medical school. Natl J Physiol Pharm Pharmacol. 2015; 5(4): 291-295. doi:10.5455/njppp.2015.5.0803201538



Vancouver/ICMJE Style

Arunita T Jagzape, Tripti Srivastava, Nazli Quazi, Alka Rawekar. Problem-based learning as a learning tool: Learners’ perspective of an Indian medical school. Natl J Physiol Pharm Pharmacol. (2015), [cited June 02, 2022]; 5(4): 291-295. doi:10.5455/njppp.2015.5.0803201538



Harvard Style

Arunita T Jagzape, Tripti Srivastava, Nazli Quazi, Alka Rawekar (2015) Problem-based learning as a learning tool: Learners’ perspective of an Indian medical school. Natl J Physiol Pharm Pharmacol, 5 (4), 291-295. doi:10.5455/njppp.2015.5.0803201538



Turabian Style

Arunita T Jagzape, Tripti Srivastava, Nazli Quazi, Alka Rawekar. 2015. Problem-based learning as a learning tool: Learners’ perspective of an Indian medical school. National Journal of Physiology, Pharmacy and Pharmacology, 5 (4), 291-295. doi:10.5455/njppp.2015.5.0803201538



Chicago Style

Arunita T Jagzape, Tripti Srivastava, Nazli Quazi, Alka Rawekar. "Problem-based learning as a learning tool: Learners’ perspective of an Indian medical school." National Journal of Physiology, Pharmacy and Pharmacology 5 (2015), 291-295. doi:10.5455/njppp.2015.5.0803201538



MLA (The Modern Language Association) Style

Arunita T Jagzape, Tripti Srivastava, Nazli Quazi, Alka Rawekar. "Problem-based learning as a learning tool: Learners’ perspective of an Indian medical school." National Journal of Physiology, Pharmacy and Pharmacology 5.4 (2015), 291-295. Print. doi:10.5455/njppp.2015.5.0803201538



APA (American Psychological Association) Style

Arunita T Jagzape, Tripti Srivastava, Nazli Quazi, Alka Rawekar (2015) Problem-based learning as a learning tool: Learners’ perspective of an Indian medical school. National Journal of Physiology, Pharmacy and Pharmacology, 5 (4), 291-295. doi:10.5455/njppp.2015.5.0803201538