Hybrid problem based learning: An innovative teaching learning method – Reflective experience

K R S Sivapriya, Balaji Arumugam


Background: The concept of Problem-based Learning (PBL) was first introduced at McMaster University in the late 1960s and was subsequently accepted widely by the medical schools throughout the world. hPBL has been intuitively viewed by many as a cocktail curriculum of McMaster style of small group discussion
PBL (generally referred to as “pure PBL”) with the blending of variable amounts of traditional lectures, practical sessions and case-studies. Objectives: The study was done as an introduction of innovative teaching learning method and its learning experiences by students and faculty involved.
Materials and Methods: The innovative teaching learning method was adapted during the year July – October - 2019 when the students were posted in the department of community medicine for four weeks. The TL methods included were blended lectures; case scenarios (clinico social case pertaining to
community medicine subject), pre test and post test MCQs, case presentation and in small group discussion were done. The experiences were obtained as the reflective writing from the students and the faculty involved in implementation of h-PBL.
Results: Majority of the students expressed that the learning was useful, interactive, thought provoking, interesting and the group discussion paved the way for communication skill development among the peers. The students said that the learning happened actively and scope for self directed learning was also
incorporated in the implementation of h-PBL. Faculties involved were very enthusiastic especially during the group discussions, because the sociogram was excellently represented that almost all the students took part in the discussion.
Conclusion: The h-PBL can be a part of the regular curriculum during the clinical postings which can include case based learning with blended lectures.

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