Objective: To compare before and after change in knowledge and perception of first year Doctor of Physical Therapy students regarding lower extremity pathologies in biomechanics, using scenarios and power point presentation based learning.
Methodology: In this quasi-experimental study, a sample of 50 students was selected from Lahore Medical and Dental College, Lahore, Pakistan. The group was assessed before (pretest) and after (post-test) implementing both teaching methodologies. The perception of students was assessed on five-point Likert scale i.e. strongly disagrees to strongly agree. The knowledge was assessed by multiple choice questions.
Results: Scenario based learning was thought to be better teaching method by 96% students as compared to the conventional one (p=0.016). 66% reported that power point presentation held their attention (p=0.003). They did not prefer traditional lectures using black board or white board (p=0.002). The power point presentation helped to emphasize key points (p=0.000). The Professors using presentations were more organized (0.003). There was no significant change in the knowledge of the students when compared Pre and Post Scenario based sessions. Overall, there was significant change in knowledge for only two variables that is number 11 and 14 (p=0.015, p=0.026, respectively). Rest of the knowledge variables showed no statistical significance after implementation of presentation based learning.
Conclusion: There was a significant change in some variables of perception and knowledge among first year Doctor of Physical Therapy students while using power point presentations based learning but no change in perception and knowledge was seen while using scenario based learning.
Key words: Education, problem-based learning, perception, computer-based learning, knowledge.
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