DOI: 10.36347/sajp

Pages: 274-281

Presently medical students must memorise numerous detailed facts about drugs and pharmacologically active substances without a direct clinical context. There is a need to encourage application of the knowledge to real-life scenarios, foster safe practice and enhance the confidence in treating clinical patients who are taking multiple medications. Facilitated teaching should be promoted instead of factual teaching which is routinely practiced in India. Learning involves a change in the learner’s behaviour. Problem-based learning (PBL) promotes integration of knowledge and fosters a deeper approach to life-long learning. There is a lacuna of PBL teaching in the Department of pharmacology in our college. Introduction of PBL will be an innovative effort in this regard. Aim of the study is to determine the levels of learning achieved by the learners as a result of the intervention viz., PBL and conventional Lecture Based Learning (LBL) and efficacy of the teaching and learning method in achieving the learning objectives/outcomes in pharmacology subject. Present study involves true experimental design and Randomised, Controlled study. Two groups consisting of second MBBS students (sample) will be exposed to conventional LBL (active control group) and PBL. Pre and post test (by using M.C.Qs) and attitude/feedback tests (by using Likert’s-type questions/items) will be conducted.Clinical application of knowledge will be assessed. Data will be collected and analyzed by using standard statistical tests (p<0.05). PBL may be used as an adjunct to or as a replacement for conventional LBL in pharmacology. Accordingly, modifications will be done in the curriculum (syllabus) of the University.