Exploring Pakistani Undergraduate Medical Students, Preferences: A Comparative Analysis of Problem Based Learning vs Lecture Based Learning


  • Sheh Noor Khyber Girls Medical College Peshawar Pakistan/Hayatabd medical complex Peshawar
  • Maryam Ibrahim
  • Attia Qaddus
  • Irsa Ghazal
  • Urooj Ali




Problem based learning, lecture based learning, teaching, medical students



To investigate and compare the preferences of Pakistani undergraduate medical students regarding problem-based learning and lecture-based learning.


This was a cross-sectional comparative analysis employed with an online Google Docs questionnaire distributed to Pakistani medical students via social media platforms. Utilizing a non-probability convenience sampling technique, participants were enrolled in data collection.


Among the 200 respondents, 29% were from the final year, while 8%,27.5%,26.5%, and 9% were from fourth, third, second, and first professional, respectively. Problem-based learning was favored by 68% of learners and only 32% of students liked lecture-based learning. It was found that 71% of participants expressed the view that PBL resulted in an enhanced understanding of lecture content. As reported by 73.5% of participants, PBL leads to the improvement of the habit of self-learning. Furthermore, 78% of students claimed that PBL leads to a better analytical approach toward problem-solving. In terms of pre-session preparation, 65.5% and in terms of developing competencies 82.5% of students claimed the superiority of PBL over LBL. Regarding the accessibility of resources for facilitating PBL sessions, only 49% of students expressed satisfaction, while 58.5% of the respondents admitted the availability of trained demonstrators for LBL sessions.


The results of this study demonstrate that PBL outperforms LBL in enhancing student competencies. Moreover, these findings indicate a strong preference among students for PBL over LBL. However, it is crucial to address the pressing need for enhancing resources dedicated to conducting PBL sessions.


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How to Cite

Sheh Noor, Maryam Ibrahim, Attia Qaddus, Irsa Ghazal, & Urooj Ali. (2024). Exploring Pakistani Undergraduate Medical Students, Preferences: A Comparative Analysis of Problem Based Learning vs Lecture Based Learning. ADVANCES IN BASIC MEDICAL SCIENCES, 8(1), 03–07. https://doi.org/10.35845/abms.2024.1.279