{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,28]],"date-time":"2026-09-28T20:50:58Z","timestamp":1790628658990,"version":"4.1.0"},"update-to":[{"DOI":"10.12688\/f1000research.107103.1","type":"new_version","label":"New version","source":"publisher","updated":{"date-parts":[[2023,10,4]],"date-time":"2023-10-04T00:00:00Z","timestamp":1696377600000}},{"DOI":"10.12688\/f1000research.107103.2","type":"new_version","label":"New version","source":"publisher","updated":{"date-parts":[[2023,10,4]],"date-time":"2023-10-04T00:00:00Z","timestamp":1696377600000}}],"reference-count":19,"publisher":"F1000 Research Ltd","license":[{"start":{"date-parts":[[2023,10,4]],"date-time":"2023-10-04T00:00:00Z","timestamp":1696377600000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["f1000research.com"],"crossmark-restriction":false},"short-container-title":["F1000Res"],"abstract":"<ns3:p>\n                    <ns3:bold>Background<\/ns3:bold>\n                    : PBL (problem based learning) is new active learning educational strategy that has been extensively tested and used in recent years. This study aims to compare students' understanding and knowledge retention when taught through PBL and lecture-based classes and compare PAHS students' perceptions of PBL and lectures in medical education.\n                  <\/ns3:p>\n                  <ns3:p>\n                    <ns3:bold>Methods<\/ns3:bold>\n                    : This is a cross-sectional study of medical students of a PBL based medical school in Nepal, a non-Western low-income country. Ethical approval was given by the institutional research committee of the Patan Academy of Health Sciences. Understanding and knowledge retention was assessed with 50 vignette-based multiple-choice questions, half of which were taught through PBL sessions, and the remaining half were taught in didactic lectures during basic science years of medical school. A separate pre-validated perception questionnaire was used to assess students' preferences regarding PBL and lectures.\n                  <\/ns3:p>\n                  <ns3:p>\n                    <ns3:bold>Results<\/ns3:bold>\n                    : Out of 107 students, 99 participated in the understanding and knowledge retention questionnaires and 107 completed perception questionnaires. Understanding and knowledge retention of students was found to be the same for topics taught by PBL and lectures, with median scores of 17 and s16, respectively. PBL were mostly preferred for the physiology (59.81%), pathology (51.40%) and pharmacology (53.27%) concepts, and lectures were mostly preferred for the anatomy (78.50%), biochemistry (45.79%), and microbiology (42.99%) topics. Students wanted the same concepts to be taught through both PBL and lectures, especially for anatomy.\n                  <\/ns3:p>\n                  <ns3:p>\n                    <ns3:bold>Conclusions<\/ns3:bold>\n                    : Understanding and knowledge retention is the same for topics taught by either PBL or lectures during the basic science years of undergraduate medical education. Students prefer PBL for physiology, pathology, and pharmacology-related concepts, conventional didactic lecture for physiology and microbiology, and a combination of lecture and PBL sessions for anatomy.\n                  <\/ns3:p>","DOI":"10.12688\/f1000research.107103.3","type":"journal-article","created":{"date-parts":[[2023,10,4]],"date-time":"2023-10-04T11:45:07Z","timestamp":1696419907000},"page":"183","update-policy":"https:\/\/doi.org\/10.12688\/f1000research.crossmark-policy","source":"Crossref","is-referenced-by-count":7,"title":["Performance and preference of problem-based learning (PBL) and lecture-based classes among medical students of Nepal"],"prefix":"10.12688","volume":"11","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9957-9160","authenticated-orcid":false,"given":"Saroj","family":"Adhikari Yadav","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sangeeta","family":"Poudel","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1120-3677","authenticated-orcid":false,"given":"Oshna","family":"Pandey","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Dhiraj Prasad","family":"Jaiswal","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Bhupendra Prakash","family":"Malla","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Brajesh Kumar","family":"Thakur","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6633-3022","authenticated-orcid":false,"given":"Swotantra","family":"Gautam","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2716-7794","authenticated-orcid":false,"given":"Sirish Raj","family":"Pandey","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2560","published-online":{"date-parts":[[2023,10,4]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"1047-1050","DOI":"10.1016\/S0140-6736(01)77509-5","article-title":"An introductory address on examinations, examiners, and examinees.","volume":"182","author":"W Osler","year":"1913","journal-title":"Lancet."},{"key":"ref3","doi-asserted-by":"publisher","first-page":"3-12","DOI":"10.1002\/tl.37219966804","article-title":"Problem-based learning in medicine and beyond: A brief overview.","volume":"1996","author":"H Barrows","year":"1996","journal-title":"New Dir. 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Regarding question number 1, we appreciate your observation. The data was collected in May 2014, and we have now included this information in the manuscript to ensure completeness and transparency.  Regarding question number 2, we would like to clarify that the Likert scale questionnaire data was indeed analyzed and the results were incorporated into the Results section of the manuscript. As mentioned in the manuscript, our findings indicated that students mostly preferred PBL for physiology, pathology, and pharmacology-related concepts, while they preferred lectures for biochemistry and microbiology-related topics. Additionally, a combination of both PBL and lectures was preferred for anatomy. Furthermore, we observed that neither PBL nor lectures were strongly preferred for Community Health Science (CHS) and Introduction to Clinical Medicine (ICM) topics.  We apologize if the presentation of this information in the manuscript was not as clear as expected. To address this, we have reviewed the manuscript, and rewrote some parts &quot;Perception of students&quot; topic in the results section of the manuscript ensuring that the Likert scale questionnaire results are appropriately emphasized in the revised version to provide a more detailed and comprehensive understanding of students' preferences for different subjects and teaching methods.  Thank you for your valuable feedback.  Yours Sincerely, -Dr. Adhikari Yadav.","URL":"https:\/\/f1000research.com\/articles\/11-183\/v3#referee-comment-10325","order":2,"name":"referee-comment-10325","label":"Referee Comment","group":{"name":"article-reports","label":"Article Reports"}},{"value":"10.5256\/f1000research.156930.r255160, Ashlesha Chaudhary, Nepal Medical College and Teaching Hospital,, Kathmandu, 20 Mar 2024, version 3, indexed","URL":"https:\/\/f1000research.com\/articles\/11-183\/v3#referee-response-255160","order":3,"name":"referee-response-255160","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"The author(s) declared that no grants were involved in supporting this work","order":4,"name":"grant-information","label":"Grant Information"},{"value":"This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.","order":0,"name":"copyright-info","label":"Copyright"}]}}