title: Comparative study on the measurement of learning outcomes after powerpoint presentation and problem based learning with discussion in family medicine amongst fifth year medical students.
abstract: BACKGROUND
  Learning outcomes after traditional teaching methods were compared with problem-based learning (PBL) among fifth year medical students. Six students participated each in traditional teaching and PBL methods, respectively. Traditional teaching method involved PowerPoint (PPT) presentation and PBL included study on case scenario and discussion. Both methods were effective in improving performance of students. Postteaching, we did not find significant differences in learning outcomes between these two teaching methods.
  
  
  OBJECTIVE
  (1) Study was conducted with an intention to find out which method of learning is more effective; traditional or PBL. (2) To assess the level of knowledge and understanding in anemia/zoonotic diseases as against diabetes/hypertension.
  
  
  METHODS
  All the students posted from February 3, 2014, to March 14, 2014, participated in this study. Six students were asked to prepare and present a lecture (PPT) and subsequent week other six students were asked to present PBL. Both groups presented different topics. Since it was a pre- and post-test, same students were taken as control. To maintain uniformity and to avoid bias due cultural diversity, language etc., same questions were administered.
  
  
  METHODS
  After taking verbal consent, all 34 students were given pretest on anemia and zoonotic diseases. Then lecture (PPT) by six students on the same topic was given it followed by posttest questionnaire. Subsequent week pretest was conducted on hypertension and diabetes. Then case scenario presentation and discussion (PBL) was done by different six students followed by posttest. Both the methods were compared.
  
  
  METHODS
  Analysis was done manually and standard error of means and studentst-test was used to find out statistical significance.
  
  
  RESULTS
  We found statistically significant improvement in performance of students after PPT presentation as well as PBL. Both methods are equally effective. However, Pretest results of students in anemia and zoonotic diseases (Group A) were poor compared to pretest results of students in hypertension and diabetes (Group B). The students who participated in presentation did not influence their performance as they were covering a small part of the topic and there were no differences in their marks compared to other students.
  
  
  CONCLUSIONS
  We did not find significant differences in outcome after teaching between PBL and traditional methods. Performances of students were poor in anemia and zoonotic diseases which need remedial teaching. Assessment may influence retention ability and performance.
authors.affiliation: Department of Community Medicine, Melaka-Manipal Medical College, Melaka, Malaysia.
authors.forename: Sujata
authors.initials: S
authors.lastname: Khobragade
authors.affiliation: Department of Community Medicine, Melaka-Manipal Medical College, Melaka, Malaysia.
authors.forename: Adinegara Lutfi
authors.initials: AL
authors.lastname: Abas
authors.affiliation: Department of Community Medicine, Melaka-Manipal Medical College, Melaka, Malaysia.
authors.forename: Yadneshwar Sudam
authors.initials: YS
authors.lastname: Khobragade
keywords: Active learning; PowerPoint presentation; conventional teaching; problem-based learning