The cognitive and motivational attitudes to problem based learning (i.e., simple didactic problem stated in written form and Programmed Patient) has been compared with those to didactic lectures (DL), the traditional teaching method.
The change in recall performance measured in MCQ tests was considered as a change in the cognitive domain.
The first test was conducted one week after completion of the topic and second test was taken 3 months later, without prior information.
The motivational change was recorded by open-ended questions about the learning method.
Three groups of students at second MBBS professional year level consisting of 55,57 and 59 people, were assigned a simple didactic problem stated in written form (SDP), programmed patients (PP), and didactic lecture (DL), respectively.
The average scores obtained by the learners in problem based learning (PBL) groups were similar to the students in the DL group in both the tests.
Most of the students in PBL groups appreciated the exercise and suggested including more such exercises in the curriculum.
These exercises helped them to better understand patient problems and prescribing behaviour as well as in development of communication skills.
However, these exercises were time consuming and were not examination oriented. (...)
Mots-clés Pascal : Pharmacologie, Enseignement, Didactique, Apprentissage, Cognition, Motivation, Etudiant, Attitude, Inde, Asie
Mots-clés Pascal anglais : Pharmacology, Teaching, Didactics, Learning, Cognition, Motivation, Student, Attitude, India, Asia
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 96-0408405
Code Inist : 002B30A09. Création : 10/04/1997.