Introduction: Health research training is an important component of the medical curriculum. This study was conducted to compare the approach of medical students being taught through an integrated modular curriculum with the students receiving conventional mode of education towards health research.
Materials and Methods: A cross-sectional study was conducted between 3rd-year MBBS students following Lecture Based Learning and Problem Based Learning (groups A and B respectively). A self-designed pretested questionnaire was filled by 153 students of each group (from group A in 2019 and group B in 2020) through a simple randomized sampling technique. Analysis was done using SPSS 21. P-value <0.05 was considered to be significant for all purposes.
Results: Mean knowledge score of PBL students was 50% against a score of 55.5% of LBL students (p-value=0.114). However, the mean attitude score of PBL students was 79.2% against a score of 67.4% of LBL students (p-value< 0.000). Over 49.6% of LBL students and 41.8% of PBL students had satisfactory knowledge. 19.7% of LBL students and 82.3% of PBL students had a satisfactory attitude.
Conclusion: Significantly higher attitude of PBL students was found. However, the level of knowledge was found to be the same in both groups. PBL curriculum has a positive influence on students on their attitudes towards health research.
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Copyright (c) 2021 Rabiya Munir, Nimra Ghafoor, Inayat Mumtaz Khan Niazi, Ifra Saeed, Ayesha Yousaf