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Use of problems in a didactic embryology course: outcome


S. Dutta ,

Mayo Institute of Medical Sciences, Barabanki, Lucknow, IN
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S. K. Saxena

Sikkim Manipal Institute of Medical Sciences, 5th Mile, Tadong, Gangtok, Sikkim, IN
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Background: Problem based learning (PBL)was being implemented in medical schools since 1950 but there was a debate among the medical teachers regarding the outcome of the PBL in concern to basic science knowledge.


Aim of the study: The present study was aimed to evaluate various merits and demerits of the didactic lecture (DL) and PBL in the field of medical education and to motivate novice for self-directed learning


Material and methods: There was separate PBL session in addition to their routine scheduled lectures. At the end of experiment students were interviewed and given Likert’s type close ended Questionnaire to express their opinion.


Result: Students were in the opinion that trivial detailed should be avoided to teach basic science subjects. They had mention that PBL was good for small group discussion, clinical correlations, exchange of ideas self-directed learning and critical thinking skill. Majority of them expressed needs, guidance from teachers to learn, a complex subject like embryology and didactic lectures helps them to know the, depth of a particular topic. Students had mentioned that they did not learn basic concept of the particular topic by PBL. Therefore, they expressed that PBL session should be conducted after DL.


Conclusion: PBL can be implemented in small group, to improve the communication skill, critical thinking even in the conventional curricular medical schools but DL cannot be replaced by PBL. Therefore, hybrid problem based learning (HPBL) will be a better strategy to learn basic science subjects.
How to Cite: Dutta, S. and Saxena, S.K., 2016. Use of problems in a didactic embryology course: outcome. South-East Asian Journal of Medical Education, 10(1), pp.43–49. DOI:
Published on 27 Dec 2016.
Peer Reviewed


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