Details

Autor(en) / Beteiligte

• Bhattacharya, Susmita
• Pal, Nandita
• Ghosh, Koushik
• Chakrabarty, Parthasarathi
• Saha, Sipra
• Das, Debalina

Titel

Perception and Experience of Medical Students Regarding Hybrid Problem-based Learning Technique at a Medical College in West Bengal, India: A Cross-sectional Study

Ist Teil von

• Journal of clinical and diagnostic research, 2022-09, Vol.16 (9), p.DC24-DC27

Ort / Verlag

JCDR Research and Publications Private Limited

Erscheinungsjahr

2022

Quelle

EZB Electronic Journals Library

Beschreibungen/Notizen

• Introduction: Hybrid Problem-Based Learning (h-PBL) is a type of teaching-learning technique that incorporates both inperson learning and virtual learning via hybrid classroom tools. It reportedly increases student engagement, positively impact their learning process and improve communication skills. During Coronavirus Disease 2019 (COVID-19) times, its applicability was further enhanced as it allowed the flexibility of teaching as well as learning from home to both teachers and students. Aim: To assess the perception and experience of 2nd phase MBBS students after undergoing training by the h-PBL method. Materials and Methods: A cross-sectional study was conducted on 2nd phase MBBS students in the Department of Microbiology at College of Medicine and Sagore Dutta Hospital, Kolkata from 15th March to 14th April 2022. A total of 111 students of 2nd phase MBBS of the college gave an informed consent to be part of the study. All inductees underwent a structured training by h-PBL technique following which their perception and experience about the exercise was sought via questionnaire. Data were presented in frequency and percentage. Association between mean scores of male and female participants was calculated by Chi-square test. Results: Out of the 111 participants, 58 (52.2%) were male and 53 (47.8%) were female with mean age of 19.5±0.5 years (range 18- 22 years). The h-PBL technique was perceived to be motivating for self-directed learning by 97 (85.6%) of the respondents. A total of 107 (96.4%) students agreed that h-PBL is more effective than traditional teaching for acquiring both theoretical and practical knowledge, learning and understanding topics correctly and also identifying and rectifying their deficiencies in knowledge and skills. More than 90% participants (102 of 111) felt that h-PBL has more potential than traditional teaching to establish fruitful student-teacher interaction and provide better feedback opportunities. Overall student satisfaction in our study showed 96.4% agreement (107 of 111). Conclusion: The students considered h-PBL model to be better than traditional teaching to help them acquire theoretical knowledge and practical skills. They also felt that it improved their communication skills, teamwork ethics and motivated them to undertake self-directed learning.