Received: April 25, 2011
Accepted: May 01, 2011
Ref: Marya RK. Subjective and Objective Evaluation of PBL Outcomes in Preclinical Medical Students. Internet J Med Update. 2012 Jan;7(1):56-8.
SUBJECTIVE AND OBJECTIVE EVALUATION OF PBL OUTCOMES IN PRECLINICAL MEDICAL STUDENTS
Ramesh Kumar Marya MD, PhD
Professor and Head, Unit of Physiology, AIMST University, Badong, Malaysia
(Corresponding Author: Prof. R K Marya, Unit of Physiology, AIMST University, Badong, Malaysia; E-mail: firstname.lastname@example.org)
Problem based learning curriculum is widely recognized as a progressive, learner-centered, active learning approach and is currently used in the entire medical curriculum in over 10% of medical schools worldwide. But, is there real evidence that PBL is more effective than traditional approaches? In this report, outcomes of a PBL tutorial in 55 second year MBBS students have been evaluated by the facilitators (subjective evaluation) and by asking the students a set of questions based on the intended outcome of the PBL ( objective evaluation) soon after the completion of PBL tutorial. In the subjective assessment by the facilitators, all the students scored over 80% marks. In the objective assessment, out of 55 students, only three students scored over 50% marks. Perusal of answers to individual questions revealed appalling lack of knowledge of the subject. To conclude, before introduction of PBL-based curriculum in medical schools, usefulness of PBLs in preclinical medical education needs to be thoroughly investigated by objective evaluation of intended outcomes.
KEY WORDS: Medical education; Preclinical students; PBLs; Objective evaluation; Questionnaire