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Advan. Physiol. Edu. 32: 35-37, 2008; doi:10.1152/advan.00063.2007
1043-4046/08 $8.00
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ADV PHYSIOL EDUC 32:35-37, 2008
© 2008 American Physiological Society

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Learning approaches of undergraduate medical students to physiology in a non-PBL- and partially PBL-oriented curriculum

R. R. Abraham1, P. Vinod2, M. G. Kamath1, K. Asha3 and K. Ramnarayan4

1 Department of Physiology, Melaka Manipal Medical College (Manipal Campus)
2 Department of Microbiology, Melaka Manipal Medical College (Manipal Campus)
3 Department of Community Medicine, Kasturba Medical College
4 Department of Pathology, Melaka Manipal Medical College (Manipal Campus), Manipal, Karnataka, India

Address for reprint requests and other correspondence: R. R. Abraham, Dept. of Physiology, Melaka Manipal Medical College (Manipal Campus), International Centre for Health Sciences, Manipal 576 104, Karnataka, India (e-mail: reemabraham{at}yahoo.com)

Abstract

Melaka Manipal Medical College (Manipal Campus; Manipal, Karnataka, India) conducts the Bachelor of Medicine and Bachelor of Surgery program, for which the admission intakes are during the months of March and September. The present study was undertaken to study the differences in learning approaches to physiology of undergraduate medical students in a partially problem-based learning (PBL)- and non-PBL-oriented curriculum. PBL was introduced as a curricular reform for the September 2006 batch of students (partially PBL group), whereas it was not incorporated for the March 2006 batch of students (non-PBL group). Learning approaches to physiology of both groups of students were compared using the short inventory of approaches to learning. Mean scores for deep and strategic approaches were found to be significantly higher for the partially PBL group compared with the non-PBL group. The results of the present study support the earlier observation that PBL promotes a deep approach to learning.

Key words: problem-based learning; deep approach






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