Academic effectiveness of the problem-based learning (PBL) method in the Medical Genetics subject at a Cuban medical university.
Abstract
Background: Problem-Based Learning (PBL) is a student-centered educational methodology that promotes active learning through the resolution of real and relevant problems. Objective: to evaluate whether the acquisition of knowledge, skills and professional competences in students who received the PBL learning method is superior to the group that received the traditional methodology, as well as to verify whether the method requires time for the maturation of knowledge. Methods: A quasi-experimental epidemiological design of hybrid strategy was carried out (longitudinal with repeated measurements and transversal with the use of equivalent parallel groups). The control group consisted of 39 students who received the traditional method and the experimental group by 39 students who received the PBL method. Results: In the first measurement there were significant differences (p<0.05) in favor of the PBL method in all subjects and in the global evaluation. In the second measurement there were no significant differences in the subjects except for inheritance patterns. Significant differences were observed between the measurements of both times (T0 and T1) in favor of higher grades in the second evaluation moment. Conclusions: The superiority of the PBL method is demonstrated compared to the traditional method in the teaching-learning process of topic 3 of the Medical Genetics subject, however, it requires time for the student to acquire knowledge and skills.
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