PROBLEM BASED MOBILE LEARNING IN BIOCHEMISTRY: AN INTERVENTIONAL STUDY IN PHASE I MBBS STUDENTS

REBECCA JAMES; JOMY P THOMAS; SRUTHI M CHITTADI

doi:10.22159/ajpcr.2022.v15i8.45027

Authors

REBECCA JAMES Department of Biochemistry, GMC, Kozhikode, Kerala, India.
JOMY P THOMAS Department of Anaesthesiology, KMCT Medical College, Manassery, Kerala,
SRUTHI M CHITTADI Department of , Amala Institute of Medical Sciences, Thrissur, Kerala, India.

DOI:

https://doi.org/10.22159/ajpcr.2022.v15i8.45027

Keywords:

M-learning, PBL, Teaching learning method, Medical education, Biochemistry

Abstract

Objectives: The objectives of the study were (1) to compare the effectiveness of problem-based learning (PBL) in classroom and problem-based mobile learning (PBML) using a mobile application and (2) to study the perception of students to PBML and PBL in classroom.

Methods: After getting clearance from institutional ethics committee, an interventional study was conducted for a period of 2 months among 250 Phase IMBBS students of Government Medical College Kozhikode, Kerala. Students who gave consent for the study were divided into two groups, namely, R-1 and R-2, and analyzed for the effectiveness of PBML as a teaching learning method in comparison with PBL in classroom. Perception of students toward use of PBML and PBL as teaching learning method was collected using validated questionnaire.

Results: It was observed from the study that in all the sessions post-test mean scores were significantly higher than pre-test scores in both PBL and PBML. Before the intervention there was no significant difference in the pre-test mean scores in topics done by PBL and PBML. After intervention the only the post-test mean scores significantly improved. When the total post score scores of PBL and PBML compared, it was found that PBML mean score is significantly higher than PBL mean score. In the student’s perception analysis, it was found that both methods are effective in concept building, stimulating, helpful in passing exams, and development of problem-learning skills.

Conclusion: From the study finding, we can conclude that both PBL and PBML are effective modes of teaching applied biochemistry for Phase I MBBS students. PBML is more effective than PBL in teaching applied biochemistry in Phase I MBBS students. Perception analysis shows that interaction with the students and doubt clearance is more effectuated with PBL than PBML.

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Author Biographies

REBECCA JAMES, Department of Biochemistry, GMC, Kozhikode, Kerala, India.

Associate Professor, Department of Biochemestry

JOMY P THOMAS, Department of Anaesthesiology, KMCT Medical College, Manassery, Kerala,

Assistant Professor, department of Anasthesialogy

SRUTHI M CHITTADI, Department of , Amala Institute of Medical Sciences, Thrissur, Kerala, India.

Assistant Professor

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