Background: Problem-based learning (PBL) is recognized as promoting integration of knowledge and fostering a deeper approach to life-long learning. In order to encourage health professional who joined genetic courses in our institute to integrate their genetics knowledge in a professionally relevant clinical context, we developed a PBL approach in medical genetics. This paper highlights preliminary data regarding student viewpoint about PBL Methods: n=31 Students were divided into groups of PBL groups. The participation was voluntary. PBL group was allocated a specific case with more detailed clinical information in three sessions as progressive disclosure. The students spent 2 -3 hours on weekend for group discussion and weekdays were utilized for self study. Pre validated questionnaire was used to evaluate student perception of PBL format, with each being asked to rate the content, structure, facilitator effectiveness, group dynamics and their personal view of the learning experiences. Results: Two general themes emerged from students were group discussion and self study and active thinking helps to retain knowledge for a longer duration. PBL approach helped in integration of basic and clinical genetics. They felt that the cases effectively illustrated medical concepts and reinforced the students' genetics knowledge. They were motivated their interest in genetics. Peer to peer teaching and interdisciplinary group was a helpful in learning objectives. The course helped the participants to learn to obtain information from a variety of sources .They were comfortable in sharing information with others (100%).They felt that they can apply the general principles they learnt to other genetics problems. They could confess their ignorance on specific issues. But at the same time felt confident to analyze a genetics problem by setting appropriate learning objectives (80.64%). Self assessment of performance was possible in 93.54%.The written problem summary helped the participants to correlate the concepts covered in that problem. They agreed (96.77%) the amount of effort required in the course was greater than usual. Conclusion: PBL methodology, an integrated approach can be used to teach medical genetics to the students PBL promotes active learning, self study and helps in retention of knowledge for long duration.
IJCR is following an instant policy on rejection those received papers with plagiarism rate of more than 20%. So, All of authors and contributors must check their papers before submission to making assurance of following our anti-plagiarism policies.
