A CROSS-SECTIONAL RESEARCH TO PROBE THE PROBLEM-BASED LEARNING (PBL) AS A PEDAGOGIC APPROACH FOR MEDICAL STUDENTS

Objective: To discover the function of Problem-based Learning (PBL) as a knowledge plan included an undergraduate prospectus of a medical university or to decide as to what scope it must substitute the conservative speech scheme. Methodology: We conducted this cross-sectional research at Services Hospital, Lahore in the timeframe of February 2017 to August 2017. The learning incorporated an entire of 141 students (both males and females). Out of these ninety-six were from a 3rd year or forty-five from 4th-year MBBS program. They were educated about the study plan. While this scheme was recently established to the student, an easy survey was scattered merely to recognize the students' viewpoint to this latest method of education. This survey controlled simply a few essential questions concerning their sympathetic of the PBL; whether it was improved than the speech method, pros or cons; whether it must completely substitute with the earlier method or a component of the entire prospectus is constant to the latest method. Result: Out of ninety-six 3rd year students 67% (n=sixty-five) nominated for a grouping method, while almost partially 48% (n=twenty-two) preferential almost an entire alter to the PBL method. The entire out of the whole 141 students, 62% (n=eighty-eight) favoured a balanced mixture of the recognized lecture or PBL in a little group, while 38% (n=fifty-three) were in favours of merely “PBL” as an education policy. There was a dissimilarity in reply depending upon the intensity of the student. Conclusion: PBL has a considerable part in education policy in the undergraduate medical prospectus. The amount to which it must shape a piece of the entire teaching approach will depend upon the intensity or the partiality of the student. Keywords: Included Modular Scheme, PBL, Under Graduate Medical College Prospectus