Introduction: Newer methods have to be introduced in teaching methodology in medical curriculum which is student centered. Problem based learning is one among them.  The present study was conducted to assess perception among 1^st year M.B.B.B.S students on Problem based learning and to compare its effectiveness with conventional didactic lecture.

 

Methods: It is an interventional Study which includes 100 I^st year M.B.B.S. students. They were divided randomly into 2 groups and subdivided into 3 subgroups. Two different topics were selected for Problem based learning for both groups. PBL sessions were carried out for around 3 weeks. At the end of PBL sessions comment feedback were recorded using validated questionnaires using 5 point likert scale. At end of 3^rd week Counter learning was done by conducting didactic lecture of different topic. At 6^th week written test on both the topics was conducted. Means of the test scores were analyzed using un paired‘t’ test.

 

Results: More than 90% of learners felt that Problem based learning increased their understanding of the subject, critical thinking ability & encouraged self directed learning. When compared to didactic lecture mean of test scores is significantly higher in Problem based learning group. (5.94±1.37, 6.48±1.39,   p=0.05)

 

Conclusion: This study concludes that, PBL is a good teaching – learning tool for teaching physiology for first year M.B.B.S students.