Attitude of MBBS and Nursing Students Toward Problem -Based Learning Versus Traditional Teaching

Abstract

Background: Problem-Based Learning (PBL) has emerged as a transformative pedagogical approach in medical and nursing education, emphasizing active learning, clinical reasoning, and teamwork. Traditional Teaching-Learning (TTL) methods, while foundational, are often criticized for promoting passive knowledge acquisition.

Objectives: To compare the attitudes of MBBS students/interns and nursing students toward PBL and TTL using a 15-point Likert scale questionnaire.

Methods: A cross-sectional study was conducted with 100 MBBS students/interns and 100 nursing students from two renowned universities of India. Participants completed a 15-item Likert scale questionnaire assessing engagement, understanding, critical thinking, and other educational dimensions. Data were analyzed using descriptive statistics and visualized through pie, line, box, and scatter charts.

Results: Both groups showed a strong preference for PBL over TTL. Nursing students rated PBL higher across all dimensions, especially in teamwork, self-directed learning, and clinical relevance. MBBS interns appreciated PBL for its practical application and problem-solving focus.

Conclusion: PBL is favored over TTL by both MBBS and nursing students, suggesting a need for curriculum reform that integrates student-centered learning strategies.