Comparing medical student opinions regarding teaching based on lectures and problem-based learning in large groups

Introduction: Problem-based learning (PBL) is possibly one of the most innovative methods in medical education. In this training method, small groups of students work on a subject and learn the educational goals which include basic and clinical sciences. The aim of this study was comparing students&rsquo; and facilitators&rsquo; satisfaction in teaching pediatric course materials by two methods of large group PBL and lecture-based teaching. Methods: In this analytic study, all pediatric theory course students (40 students) were divided into 5 groups. 6 PBL training sessions was added to regular conventional lectures of pediatric subjects. Students&rsquo; and facilitators&rsquo; satisfaction data for both methods of teaching were collected during the semester. Finally the data was analyzed using descriptive and inferential statistics. Results: The results of this study indicated that most students preferred PBL over the lecture-based traditional teaching in the most of the aspects (P<0.05). Tutors activity did not show any significant difference in both methods. Tutors managed this form of PBL effectively within time restraints and reported that they enjoyed the process. Conclusion: Based on the findings of this study, the modified problem based learning methodology can be successfully used with larger groups of students.