PMID- 31738587
OWN - NLM
STAT- MEDLINE
DCOM- 20200330
LR  - 20200330
IS  - 1557-7708 (Electronic)
IS  - 1075-5535 (Linking)
VI  - 26
IP  - 2
DP  - 2020 Feb
TI  - Introducing Hybrid Problem-Based Learning Modules in Ayurveda Education: Results 
      of an Exploratory Study.
PG  - 130-137
LID - 10.1089/acm.2019.0293 [doi]
AB  - Objectives: Problem-based learning (PBL) is a well-known student-centered 
      instructional approach that is known to enhance problem-solving skills among the 
      learners. Because teaching/learning methods in most of the Ayurveda colleges in 
      India are still didactic and teacher centric, the effects of introducing PBL have 
      not yet been evaluated. The primary objective of this study was to develop PBL 
      modules for Kriya Sharira (Ayurveda Physiology) and their implementation in a 
      hybrid format. In this method, PBL is used as an add-on component along with 
      didactic lectures. The secondary objective of the study was to compare the 
      learning outcomes achieved through hybrid problem-based learning (HPBL) with 
      those achieved through conventional teaching. Design: This is a prospectively 
      planned post-test-only, controlled interventional design with nonequivalent 
      groups. However, the results have been analyzed in a retrospective manner. 
      Subjects: Students enrolled in the first professional Bachelor of Ayurvedic 
      Medicine and Surgery program during two consecutive academic sessions 2016-2017 
      and 2017-2018 at the Banaras Hindu University were included in the study. While 
      the cohort from 2016 to 2017 session served as the control group, the one from 
      2017 to 2018 session served as the experimental group. Interventions: The 
      instructional method commonly known as HPBL was introduced to the experimental 
      group. Outcome measures: Five test papers containing mostly Multiple Choice 
      Questions for five different topics were used as the tools for evaluating the 
      learning outcomes in both the groups. Feedback forms regarding the experiences of 
      undergoing HPBL were obtained from experimental group. Results: While the test 
      results for three topics showed that the outcomes of HPBL were comparable with 
      conventional teaching, the results on other two topics suggested that HPBL was 
      slightly better. Feedback obtained showed that there is a considerable acceptance 
      for HPBL over conventional method. Conclusions: The study shows that it is 
      possible to implement HPBL method in a large classroom in the context of Ayurveda 
      education. The findings also indicate that students find HPBL as an acceptable 
      teaching method.
FAU - More, Varsha Raghunath
AU  - More VR
AD  - Department of Kriya Sharir, Faculty of Ayurveda, Institute of Medical Sciences, 
      Banaras Hindu University, Varanasi, India.
FAU - Singh, Girish
AU  - Singh G
AD  - Division of Biostatistics, Department of Community Medicine, Institute of Medical 
      Sciences, Banaras Hindu University, Varanasi, India.
FAU - Patwardhan, Kishor
AU  - Patwardhan K
AD  - Department of Kriya Sharir, Faculty of Ayurveda, Institute of Medical Sciences, 
      Banaras Hindu University, Varanasi, India.
LA  - eng
PT  - Journal Article
DEP - 20191118
PL  - United States
TA  - J Altern Complement Med
JT  - Journal of alternative and complementary medicine (New York, N.Y.)
JID - 9508124
SB  - IM
MH  - Education, Medical
MH  - Humans
MH  - India
MH  - *Medicine, Ayurvedic
MH  - *Problem-Based Learning
MH  - Program Evaluation
MH  - Retrospective Studies
MH  - Students, Medical
OTO - NOTNLM
OT  - Ayurveda education
OT  - hybrid PBL
OT  - teaching learning method
EDAT- 2019/11/19 06:00
MHDA- 2020/03/31 06:00
CRDT- 2019/11/19 06:00
PHST- 2019/11/19 06:00 [pubmed]
PHST- 2020/03/31 06:00 [medline]
PHST- 2019/11/19 06:00 [entrez]
AID - 10.1089/acm.2019.0293 [doi]
PST - ppublish
SO  - J Altern Complement Med. 2020 Feb;26(2):130-137. doi: 10.1089/acm.2019.0293. Epub 
      2019 Nov 18.