Evaluating PBL and Traditional Lecture in Nursing: A Comparative Study

This report critically analyzes a research article comparing problem-based learning (PBL) and traditional lecture methods in nursing education, focusing on their impact on critical thinking skills and metacognitive awareness among nursing students. The study, involving 40 undergraduate nursing students, used a quasi-experimental design with pre- and post-tests to evaluate the effects of both teaching methods. The findings indicated that PBL had a significant positive impact on critical analysis and metacognitive abilities compared to traditional lectures. The report discusses the methodology, data collection, literature review, and sampling design of the original research, highlighting both its strengths and weaknesses. It concludes that PBL is a more effective learning method for developing essential skills in nursing students, preparing them for the challenges of their profession through application-based learning and collaborative problem-solving. The report recommends further research with larger sample sizes and comparisons with other application-based learning methods to validate these findings.

Running head: PROBLEM BASED LEARNING AND TRADITIONAL LECTURE
AN INTEGRATIVE REVIEW ON THE COMPARISON OF PROBLEM BASED
LEARNING AND TRADITIONAL LECTURE METHOD IN NURSING STUDENTS
Name of the Student:
Name of the University:
Author Note:

1PROBLEM BASED LEARNING AND TRADITIONAL LECTURE
Executive Summary
This report focuses on analysing and critically apprising the research article named
““Comparing the effects of problem-based learning and the traditional lecture method on
critical thinking skills and metacognitive awareness in nursing students in a critical care
nursing course” by Gholami et al., (2016). 40 nursing students were selected and tested after
providing lessons by problem based learning (PBL) and lecture based classes. Paired t-test
and quantitative evaluation reflected the fact that PBL has a significant positive effect on
critical analysis ability and metacognitive awareness on nursing students. Application based
learning methods like PBL should be integrated in the learning process to produce better
quality professionals as it prepares the students in a holistic way.

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Table of Contents
1. Introduction............................................................................................................................3
2. Discussion..............................................................................................................................3
2.1 Methodology and Design.................................................................................................3
2.2 Data collection.................................................................................................................5
2.3 Literature review and sampling design............................................................................5
2.4 Findings and recommendations........................................................................................7
3. Conclusion..............................................................................................................................8
References..................................................................................................................................9

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1. Introduction
Problem based learning (PBL) is a pedagogy where students are exposed to real life
problems related to their subject and solve it with application of their previous and gained
knowledge, ideas, collaboration with peers and external research to acquire knowledge at the
end of it (Savery, 2015). It has a stark contrast with traditional lecture based learning where
classes are conducted and taught based on a fixed set of syllabus. Students memorize what
they learn in class and evaluated based on the learning in the examinations (Glen, 2017). The
article named as “Comparing the effects of problem-based learning and the traditional lecture
method on critical thinking skills and metacognitive awareness in nursing students in a
critical care nursing course” by Gholami et al., (2016) is being critically appraised in this
article. The purpose of the article is clearly being reflected by the title. The authors of the
research paper attempted a comparative study based on quantitative analysis to deduce the
effect of PBL on critical thinking ability of the nurses. At the same time effect of PBL on
metacognitive abilities like personal awareness, reflection and evaluation has also been
calculated. So enumerating the difference of PBL and orthodox lecture based classes on the
nursing students is the main objective of the research paper.
2. Discussion
Method and design of the research, data collection method, review of the literature,
sampling design and findings of the research is being discussed and critically appraised in the
following.
2.1 Methodology and Design
Undergraduate nursing students were chosen in a single group of 40. Design of the
study was quasi-experimental in nature. It was based on quantitative analysis of pre-test and
post-test results and their comparison. The same group of students were taught in traditional

4PROBLEM BASED LEARNING AND TRADITIONAL LECTURE
lecture method in the first stage and PBL method in the later stage. The effect of both the
studies were compared against each other. The students filled up a form informing about their
age, scores and gender and answered two questionnaires. The questionnaires tested their
ability of critical analysis and metacognitive awareness. The analytical and deductive power,
evaluation and inferring ability and induction was tested in the critical analysis test. The test
was reliable as the reliability correlation co-efficient was 0.9 in 10 days of interval (Gholami
et al., 2016). For calculating metacognitive awareness MAI test was conducted which was
reliable as co-efficient for reliability was 0.88 (Gholami et al., 2016). Kolmogorov-Smirnov
test was taken to ensure uniform distribution of all the variables. The answers from all the 40
students in the 2 questionnaires were evaluated. Mean scores and variances after the PBL and
the traditional lecture method were compared using paired t-test at a level of 0.05. The final
data analysis were done by SPSS in paired t-test method. The psychology of the research
method in this study was quantitative and evaluative. So the research paradigm is based on
positivism. In this method the reality of the situation and the result is measurable using
reliable and valid tools.
Fig: 1- Comparison of traditional learning and PBL

5PROBLEM BASED LEARNING AND TRADITIONAL LECTURE
Strength of the research method is the quantitative approach that has been taken. The
data is collected from a primary source as the research was conducted by the authors so data
is realistic and genuine. The data collection method had reliability which was proved my
correlation of co-efficient value. The analysis and evaluation of the data was done by credible
tools and valid tools.
Weakness of the research method in this article is that PBL method was applied on
very few number of nursing student (n = 40). The period of the study was also limited. The
whole study was conducted for eight weeks only. The 40 students were not segregated into
two groups for separate study methods. Same set of students were given lecture based and
PBL based lessons. A study based on larger pool of students was required for better
understanding of the interventive effects of PBL (Tawfik & Kolodner, 2016).
2.2 Data collection
Self-report method was applied to collect the data of a single semester in 3 different
stages. First set of data was collected at the beginning of the academic session. Second set
data was collected in the middle of the semester while the third set of data was collected at
the end of semester. Those 40 nursing students took part in the study in every set of data
collection. CCTST-B test was taken for evaluating critical ability testing while MAI test was
conducted for metacognitive awareness test. It was a pre-test process while the third set of
data collection was post-test process. Formal test was applied like paired t-test to compare the
mean values of student scores after PBL and lecture based lesson. Every set of data collection
and evaluation was done by an experienced and trained supervisor who was not part of the
research team.

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2.3 Literature review and sampling design
Nursing students taught with PBL develop better critical thinking, patient handling
and problem resolving capability than lecture based lesson learning as PBL invokes more
self-driven and research based study (Choi, Lindquist & Song, 2014). Quantitative analysis of
critical reasoning ability in different groups of nursing students reflected positive effect of
PBL on critical analysis ability among them (Kong et al., 2014). Nurses need different set of
skills and managing different patients in varied situations can be herculean. In challenging
working and patient handling environment PBL can be handful as it is based on problem
recognition, analysis, solving and reflection (Gould et al., 2015). Problem based learning
offer an environment to the nursing trainees where they interact and collaborate with their
peers which motivates them to express their own ideas and knowledge. Application of their
ideas and self-evaluation provides more learning experience and understanding of their
professional work (Lozano et al., 2015). The mentors, trainer, facilitators need to be
approachable and patient to the students while providing them knowledge and insight about
PBL. Intervention of the facilitator has a huge impact on the outcome (Martyn et al., 2014).
Qualitative study has also proved that PBL is a more effective learning method than control
learning for nursing students (Wosinski et al., 2018). In this article the authors have stressed
on relevant factors of PBL and their study was also conducted in a comparative way to reflect
the contrast in effect of PBL and other controlled learning methods.
Inclusion criteria was fixed where students participating in the study had to be
registered in the nursing course in critical care with 3 units. They also had to be
undergraduate nursing student of 3rd year. Exclusion criteria of the study was refusal to
participate in different stages of PBL program.
Approval was taken from the authority before starting the data collection for research
for ethical reasons. Students were not forced to take part in the program and they voluntarily

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participated. Their responses throughout the data collection stages were kept confidential and
they were allowed to discontinue if they want to without affecting their grades in the course
they were pursuing. So research was done within ethical boundaries.
2.4 Findings and recommendations
The results after performing paired t-test gave a clear indication that PBL had a
significant effect on the critical analysis ability and metacognitive awareness of the nursing
students while lecture based learning had minimal effect (Yoo & Park, 2015). The overall
mean score of critical thinking, analysing ability went up along with the subsets like
deduction and evaluation. PBL involves understanding of logics and clarifications,
connections between various concepts, research based study, producing own hypothesis,
collaboration with peers and debating, looking for alternative solutions to a specific problem,
accept different opinions and revise own judgement by in quest of truth (Kong et al., 2014).
These result in more involvement and motivation in study and looking at a specific topic in a
holistic way to find out deep lying features (Yew & Goh, 2016).
The research was conducted for 8 weeks only so recommendation will be to conduct
the whole process over a longer period of time with higher number of participants as it was
done with only 40 participants. More participation will help to have more groups so different
learning methods can be applied independently on separate groups. In this study two learning
methods were applied on a single group which can taint data and disrupt the result of the
entire research. PBL was compared with controlled learning method like lecture based
learning. Further research should be done where PBL is compared with more application
based learning methods which invokes critical ability and metacognitive awareness among
students to collect more data to reflect on.

8PROBLEM BASED LEARNING AND TRADITIONAL LECTURE
3. Conclusion
The purpose of this report is to critically analyse and appraise the comparison of the
effect of PBL with traditional lecture based learning method on critical thinking and
analysing ability of the nursing students. The positive difference of PBL was clear from the
quantitative analysis and evaluation. PBL helps the nursing students with better thinking and
analysing ability. It helps the student to handle pressure situation more tactfully and
professionally specially at the time of handling critical patients. PBL makes them more
motivated, knowledgeable and self-reflective. Making judgements at the crucial times is
important in healthcare industry and the problem solving ability that the students grow serves
them well in their professional life. In the modern world application based learning methods
like PBL is the need of the hour to provide better learning to the students so they are better
equipped to handle critical and pressure situations later on in their professional life.

9PROBLEM BASED LEARNING AND TRADITIONAL LECTURE
References
Choi, E., Lindquist, R., & Song, Y. (2014). Effects of problem-based learning vs. traditional
lecture on Korean nursing students' critical thinking, problem-solving, and self-
directed learning. Nurse education today, 34(1), 52-56.
Gholami, M., Moghadam, P. K., Mohammadipoor, F., Tarahi, M. J., Sak, M., Toulabi, T., &
Pour, A. H. H. (2016). Comparing the effects of problem-based learning and the
traditional lecture method on critical thinking skills and metacognitive awareness in
nursing students in a critical care nursing course. Nurse education today, 45, 16-21.
Glen, S. (2017). Problem-based learning in nursing: A new model for a new context.
Macmillan International Higher Education.
Gould, B. H., Brodie, L., Carver, F., & Logan, P. (2015). Not just ticking all the boxes.
Problem based learning and mental health nursing. A review. Nurse education
today, 35(10), e1-e5.
Kong, L. N., Qin, B., Zhou, Y. Q., Mou, S. Y., & Gao, H. M. (2014). The effectiveness of
problem-based learning on development of nursing students’ critical thinking: A
systematic review and meta-analysis. International journal of nursing studies, 51(3),
458-469.
Lozano, E., Gracia, J., Corcho, O., Noble, R. A., & Gómez-Pérez, A. (2015). Problem-based
learning supported by semantic techniques. Interactive Learning Environments, 23(1),
37-54.
Martyn, J., Terwijn, R., Kek, M. Y., & Huijser, H. (2014). Exploring the relationships
between teaching, approaches to learning and critical thinking in a problem-based
learning foundation nursing course. Nurse education today, 34(5), 829-835.

10PROBLEM BASED LEARNING AND TRADITIONAL LECTURE
Savery, J. R. (2015). Overview of problem-based learning: Definitions and
distinctions. Essential readings in problem-based learning: Exploring and extending
the legacy of Howard S. Barrows, 9, 5-15.
Tawfik, A. A., & Kolodner, J. L. (2016). Systematizing scaffolding for problem-based
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(2018). Facilitating problem-based learning among undergraduate nursing students: A
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impact on learning. Health Professions Education, 2(2), 75-79.
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