A COMPARISON BETWEEN PROBLEM-BASED LEARNING IN EDUCATION AND TEACHING APPROACHES IN MEDICAL PSYCHOLOGY EDUCATION IN PAKISTAN

Aim: Throughout the last decade, the problem base learning techniques have been extensively utilized at numerous Pakistani colleges. Nonetheless, the impact of the problem base learning method on medical psychology education in Pakistan has been inconclusive. The goal of our research remained to see if issue base learning method remained superior than lecture-based teaching technique in perspective of Pakistan's medical psychology curriculum.

Method: To verify the usefulness of problem base learning in Pakistani medical psychology, the systematic review and meta-analysis were conducted. In whole and subgroup studies, corresponding databases remained searched for accessible studies, as well as data were retrieved to generate Hedges' g and their 97% credibility range. Subgroup analyses remained also performed.

Results: There were nine studies found, each with 558 cases and 497 controls. There under multiple regression analysis, the overall test number of pupils in the problem base learning method group significantly substantially higher than those of scholars in traditional lecture-based instruction set (Hedges' g = 1.514, 96 percent CI 0.793–3.228, p0.002). The findings of subgroup analysis founded on key and school arrangement were comparable.

Conclusion: These findings endorsed the notion that the problem base learning approach might be used in Pakistani medical psychology school.

Keywords: PBL, medical psychology education in Pakistan, Pakistani colleges.