PERFORMANCE OF STUDENTS IN PROBLEM BASED LEARNING (PBL) TUTORIAL SESSIONS BASED ON TUTORS’ ASSESSMENT.

Abstract

ABSTRACT:
BACKGROUND: Assessment contributes towards the success of Problem-based learning (PBL), as
assessment compels to drive learning and offer significant feedback to students for enhancement of their
learning. Bilawal Medical College (BMC), a constituent college of Liaquat University of Medical and
Health Sciences (LUMHS) Jamshoro, Sindh Pakistan conducted first PBL session for five days in
February 22-26, 2021 during implementation of foundation module, for first year MBBS, third batch. The
foundation module is first module of revised curriculum in 2021 i.e. “Integrated Modular Hybrid
Curriculum”. OBJECTIVE: This study explored the students’ performance in PBL tutorial session
assessed by tutors. DESIGN: This is a cross-sectional study. DURATION: Study was done in last week
of February 2021. METHODOLOGY: It was done through checklist on items related to Knowledge
Acquisition (7 items), Problem-Solving and Analytical Thinking Skills (6 items), and Personal and
Interpersonal development (10 items). The responses on item were on a Likert scale of a 1-5 score
(SA=strongly agree, A=agree, N=neutral, D=disagree, SD=strongly disagree). The data was entered in
Microsoft Excel and analyzed for central tendency. RESULTS: Students overall performance on
Knowledge Acquisition (7 items, total score 35), Problem-Solving and Analytical Thinking Skills (6
items, total score 30) and Personal and Interpersonal Development (10 items, total score 50) was
remarkable (mean ± standard deviation 88.13±12.43 and median 90, and mode 95) (total items 23, total
score 115). CONCLUSION: The findings of this study shows that students gained knowledge, and
improved their problem-solving and analytical thinking skills. Students also developed the personal and
interpersonal relation during PBL tutorial session.