Problem-based learning versus lecture-based learning in a course of basic pharmacology: a controlled, randomized study

Since its first implementation in a medical programme at McMaster Universit y, Canada, problem-based learning (PBL) has become a well-established means of teaching and learning medicine. Extensive research has been conducted a nd a number of strengths of the method are well supported. Several items, h owever, remain unclear(1) although there is evidence that no relevant diffe rence exists in factual knowledge among students from PBL and traditional c urricula, a controlled, randomized study has not been conducted to address this issue. The Medical Faculty of the University of Cologne is in the proc ess of integrating elements of PBL into its curriculum. In the spring term of 1997, after seven semesters of experience with PBL supplementing the tra ditional course of basic pharmacology, we did for the first time use PBL in stead of the lecture-based course (LBL) and conducted a controlled prospect ive study to determine the effects of this intervention. One-hundred and tw enty-three students were randomly assigned to either PBL (n = 63), with tut orial groups of up to nine students, or to the traditional, lecture-based c ourse (n = 60). Analysis of the results of both groups in the examination o f basic pharmacology, consisting of multiple-choice and short-essay questio ns, revealed similar scores with a tendency favouring PBL students in the c ategory of short-essay questions. Hence, it seems clear that PBL does not i mply a disadvantage in terms of factual knowledge. Students considered PBL to be an effective learning method and favoured it over the lecture format. Furthermore, students reported positive effects of PBL in terms of use of additional learning resources, interdisciplinarity, team work and learning fun.