Objective: To evaluates the effectiveness of problem-based learning (PBL) versus lecture based learning (LBL) as a learning tool in terms of retention, recall and reproducibility of knowledge among junior medical students. Methodology: This Post-test experimental study was conducted on 2 nd year medical students (n=54) of College of Medicine, Princess Nourah bint Abdul rahman University, Riyadh, KSA. Ten topics taught each by PBL and lectures with comparable scientific content and complexity levels, selectedfrom the five blocks of first year. Two multiple choice questions exams were developed, comprising 50 scenario-based questions each, covering concepts in Physiology, Biochemistry, Pathology and Microbiology.
No takes yet. Share an insight, caveat, or question.
Al-Shaikh et al. (2019) studied this question.
Synapse has enriched 5 related papers. Consider them for comparative context: