Authors : N. Gowdhaman, D. Vijayalakshmi
DOI : 10.18231/2394-2126.2018.0051
Volume : 5
Issue : 2
Year : 0
Page No : 220-223
Introduction: Traditional teaching methods aid students to procure subject knowledge content but not knowledge construct. Problem based learning (PBL) is evolving as one of the paramount methods of improving students’ knowledge construct.
Objective: To evaluate the effectiveness of Problem based learning as an instructional tool in procurement of content knowledge, critical thinking and problem solving skills in cardiovascular Physiology among I MBBS students.
Materials and Methods: Thirty students from I MBBS were randomly selected for the study. They were administered with pre-test, exposed to one hour of problem based teaching and again administered with post-test the next day.
Results: There was statistically significant improvement in students’ knowledge construct in cardiovascular physiology following exposure to problem based teaching methods.
Conclusion: PBL was found to be an effective instructional tool in development of critical thinking and problem solving skills among medical students.
Keywords: Knowledge construct, pre-test, post-test.