title: Task-based learning versus problem-oriented lecture in neurology continuing medical education.
abstract: OBJECTIVE
  To determine whether general practitioners learned better with task-based learning or problem-oriented lecture in a Continuing Medical Education (CME) set-up.
  
  
  METHODS
  Quasi-experimental study.
  
  
  METHODS
  The Aga Khan University, Karachi campus, from April to June 2012.
  
  
  METHODS
  Fifty-nine physicians were given a choice to opt for either Task-based Learning (TBL) or Problem Oriented Lecture (PBL) in a continuing medical education set-up about headaches. The TBL group had 30 participants divided into 10 small groups, and were assigned case-based tasks. The lecture group had 29 participants. Both groups were given a pre and a post-test. Pre/post assessment was done using one-best MCQs. The reliability coefficient of scores for both the groups was estimated through Cronbach's alpha. An item analysis for difficulty and discriminatory indices was calculated for both the groups. Paired t-test was used to determine the difference between pre- and post-test scores of both groups. Independent t-test was used to compare the impact of the two teaching methods in terms of learning through scores produced by MCQ test.
  
  
  RESULTS
  Cronbach's alpha was 0.672 for the lecture group and 0.881 for TBL group. Item analysis for difficulty (p) and discriminatory indexes (d) was obtained for both groups. The results for the lecture group showed pre-test (p) = 42% vs. post-test (p) = 43%; pre- test (d) = 0.60 vs. post-test (d) = 0.40. The TBL group showed pre -test (p) = 48% vs. post-test (p) = 70%; pre-test (d) = 0.69 vs. post-test (d) = 0.73. Lecture group pre-/post-test mean scores were (8.52 ± 2.95 vs. 12.41 ± 2.65; p < 0.001), where TBL group showed (9.70 ± 3.65 vs. 14 ± 3.99; p < 0.001). Independent t-test exhibited an insignificant difference at baseline (lecture 8.52 ± 2.95 vs. TBL 9.70 ± 3.65; p = 0.177). The post-scores were not statistically different lecture 12.41 ± 2.65 vs. TBL 14 ± 3.99; p = 0.07).
  
  
  CONCLUSIONS
  Both delivery methods were found to be equally effective, showing statistically insignificant differences. However, TBL groups' post-test higher mean scores and radical increase in the post-test difficulty index demonstrated improved learning through TBL delivery and calls for further exploration of longitudinal studies in the context of CME.
authors.affiliation: Department of Continuing Professional Education, The Aga Khan University, Karachi.
authors.forename: Farhan
authors.initials: F
authors.lastname: Vakani
authors.affiliation: Department of Continuing Professional Education, The Aga Khan University, Karachi.
authors.forename: Wasim
authors.initials: W
authors.lastname: Jafri
authors.affiliation: Department of Medical Education, College of Physicians and Surgeons Pakistan, Karachi.
authors.forename: Amina
authors.initials: A
authors.lastname: Ahmad
authors.affiliation: Department of Medicine, The Aga Khan University, Karachi.
authors.forename: Aziz
authors.initials: A
authors.lastname: Sonawalla
authors.affiliation: Department of Postgraduate Medical Education, The Aga Khan University, Karachi.
authors.forename: Mughis
authors.initials: M
authors.lastname: Sheerani
mesh_terms: D000328:Adult; D003299:Cooperative Behavior; D004502:Education, Medical, Continuing / Q000379:methods*; D004521:Educational Measurement; D005260:Female; D058005:General Practitioners / Q000193:education*; D006261:Headache; D006801:Humans; D008297:Male; D008875:Middle Aged; D010154:Pakistan; D018794:Problem-Based Learning; D015397:Program Evaluation; D013663:Teaching / Q000379:methods*