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Problem-Based Learning in comparison with Lecture-Based Learning in post-graduation Medical short course among Medical Interns in Al Ahsa Saudi Arabia, Randomized Control Trial


 Background: The phenomenal development in medical practice in the last years was coincided with medical education advancement. Study aims to compare between problem-based learning and lecture-based learning in post-graduation medical short course among medical interns. Methods: A randomized blinded experimental study was conducted among medical interns at King Abdulaziz Hospital in Al Ahsa in July 2019. A medical subject of “Adolescent health” was explained using problem-based learning method for intervention group and lecture-based learning for comparison group. A validated questionnaire for measuring the attitude of the educational method and pre-posttest multiple-choices questions quizzes were used for both groups. Nor study investigator or participants were aware of the process of randomization and groups’ assignment. Study used the Statistical Package for Social Sciences for data analysis. Results: Total number of medical interns who participated in the study was 14 in every group. Problem-based learning interns noticed that it was stimulating (85.71%), ease (35.71%), useful (71.43%), powering (92.86%) and enlightening (71.43%). However, there was a statistical difference between pre and post scores in lecture-based learning group ( p < 0.001). Mean posttest score of the problem-based learning group was (Mean + SD =13.85 + 3.08) compared to (Mean + SD =16.64 + 1.64) in the lecture-based learning group ( p = 0.01). Also, mean post-pretest score was (Mean + SD =1.35 + 2.76) in the problem-based learning and (Mean + SD =4.21 + 2.42) in the lecture-based learning group (p = 0.01). Conclusions: Lecture-based learning is more effective than problem-based learning in short duration medical courses for post-graduate education medical interns.