Introduction of Designing of Problem in Problem Based Learning in Pharmacology for Under-Graduates

Objective: Factual teaching is stressed rather than facilitated teaching in India. Pharmacological textbooks are often drug-centred. Irrational prescribing is a common problem. Application of knowledge to real-life scenarios, therapeutic efficacy/safety monitoring etc., are needed. Learning is a change in the learner’s behaviour. Problem (ex: case history) drives learning in Problem-based learning (PBL). Problem (heart of PBL) functions as a content/knowledge organizer, learning motivator etc. Issues surrounding design of problems have received little attention. The 3C3R PBL problem design model considers issues critical to effectiveness of PBL. PBL has many advantages. There is lacuna of PBL in our setup and introduction of PBL will be an innovative effort.
Method: Goal is to establish levels of learning achieved by learners as a result of intervention viz., PBL and traditional Lecture Based Learning (LBL) and adequacy of teaching/learning method in achieving the learning objectives. Conceptual framework consists of 3C3R model comprising of Core components (content, context and connection) and Processing components (researching, reasoning and reflecting), each having specific functions and inter-component relationships. Simultaneously 3C3R model will be evaluated. Present randomised controlled study consists of true experimental design. II-MBBS students are randomly divided into traditional LBL and PBL group. Pre and post (M.C.Qs), attitude (Likert’s-type items) and clinical application tests will be conducted. Data analyzed by standard statistical tests (p<0.05 = significant).
Result and Conclusion: PBL can be used as an adjunct/replacement for traditional LBL in pharmacology. Present study may become a reference for future research in other disciplines.

Author(s): Suneel. I. Majagi, Shashikant. Torgal

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