A Need-based Approach to PBL: Conventional Problem-based Learning Versus Modified Problem-based Learning—A Comparative Study

Problem-based learning (PBL), introduced in the 1960s, is a vital and often debated aspect of medical education. PBL is a highly effective educational method, often expressing a preference for it over traditional lecture formats. We aim to implement modified PBL in Forensic Medicine and compare the performance of II MBBS students using both traditional and modified approaches to enhance learning outcomes. A survey was conducted among 2nd MBBS students in their 5th semester to assess the effectiveness of a modified PBL approach. Utilizing a five-point Likert scale for data analysis, the findings revealed that a significant majority of students in batches C1 (45%), C2 (50%), and C3 (55.56%) believe that modified PBL is more effective than traditional learning methods. Furthermore, 60% of C1 students, 66.67% of C2 students, and 61.11% of C3 students reported improved communication skills resulting from this approach. Additionally, a notable percentage of students acknowledged an enhanced understanding of course material, with 52.50% from C1, 61.11% from C2, and 66.67% from C3 expressing this viewpoint. Modified PBL is an effective approach to enhancing student engagement and enriching education in preclinical and paraclinical sciences. It promotes interactive learning and develops essential problem-solving skills. Implementing modified PBL requires a spacious demonstration hall and a round table to foster discussions and interactions among students.