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Students' Perception on Problem-based and Limerick-based Learning Methods: A Mixed-method Study
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DOI：10.7860/JCDR/2025/80992.22149.png)
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Abstract
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Introduction: Medical education continuously explores innovative teaching methods to enhance student engagement, critical thinking, and knowledge retention. Problem-based Learning (PBL) and Limerick-based Learning (LBL) are two distinctive approaches aimed at fostering these skills. PBL emphasises real-world problem solving and critical thinking, while LBL uses creative mnemonic techniques to improve memory retention. Aim: To assess medical students' perceptions of both PBL and LBL approaches after undergoing sessions of both methods. Materials and Methods: The present mixed-method study was conducted at Mata Gujri Memorial Medical College, Kishanganj, Bihar, India, from June 2024 to September 2024. The study included 66 medical students who participated in three PBL and three LBL sessions. The students provided feedback on various aspects of the sessions using a Likertscale questionnaire and in open-ended feedback. Since the data were non parametric, the Mann-Whitney U test was applied to compare the two samples. Alongside, a thematic analysis of student feedback was performed to identify common themes and insights . Results: There were 66 medical students: 39 males and 27 females, with a mean age of 21.75 +/- 1.49 years. PBL was found to be more effective in improving critical thinking skills and applying theoretical knowledge to practical scenarios (p<0.0001). Students found LBL to be more enjoyable and creative, fostering better memory retention of medical concepts (p<0.0001). Both methods were perceived as equally beneficial in enhancing collaboration (p=0.09), but LBL received higher satisfaction in terms of time and resource adequacy (p<0.0001). Qualitative feedback highlighted PBL's strength in critical thinking, while LBL was appreciated for simplifying difficult concepts and making learning more enjoyable. Conclusion: Both PBL and LBL provide valuable learning experiences. A blended approach that combines the strengths of both methods may optimise medical education by fostering deep, critical thinking and efficient recall of essential medical concepts. Further research is needed to explore how these methods can be integrated effectively into medical curricula.
Keywords:
Critical thinking
Educational innovation
Knowledge retention
Learning strategies
Practical application
Skill development
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