Randomized Blinded Control Trial: Comparing Problem-Based Learning and Lecture-Based Learning in Post-Graduation Medical Short Course among Medical Interns in Al Ahsa Saudi Arabia

Author(s): Al Joher Abdullatif, Al Jasim Abdullah, Al Huwail Abdullah, Al Jamaan Mohammed, Al Joher Abdualbary

Background: In the last years, the medical education advancement concurred with the phenomenal development in medical practice.

Objectives: Study aims to compare between problem-based learning (PBL) and lecture-based learning (LBL) in post-graduation medical short course among medical interns.

Methods: A randomized blinded control trial was conducted among medical interns in July 2019 to compare between PBL and LBL in explanation for short medical course about Adolescent health. It used a validated questionnaire for measuring the attitude of the educational method and pre-posttest for both groups. Nor study investigator or participants were aware of randomization process and groups’ assignment. Study used the Statistical Package for Social Sciences (SPSS) for data analysis.

Results: Fourteen medical interns in every group participated in the study. Interns in PBL group noticed that it was stimulating (85.7%), ease (35.7%), useful (71.4%), powering (92.8%) and enlightening (71.4%). The mean (SD) posttest score of intervention group was 13.85 (3.08) compared to 16.64 (1.64) in the other group (P<.01). Also, mean post-pretest score was 1.35 (2.76) in PBL group compared to 4.21 (2.42) in LBL (P<.01).

Conclusions: Lecture-based learning is less attractive and more effective than problem-based learning in short duration medical courses for post-graduate education medical interns.

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