Problem-based learning (PBL) has been discussed and deliberated at various levels in health professions education in the last few decades. This study was undertaken to compare traditional lecture based learning with problem based learning (PBL) methodology in medical curriculum. 

Methods: 

A cross sectional comparative study was carried out among 133 students enrolled in 3rd year of MBBS in Jawaharlal Nehru Medical College (JNMC), Aligarh as the students of this class had been taught both by lectures and PBL sessions. They were enrolled by convenience sampling. The study was performed for a period of 60 days from 20th November 2014 to 20thJanuary, 2015. Data was collected by means of structured questionnaire. 

Of the total 133 students, 56 (42.1%) were girls while 77 (57.9%) students were boys. Majority of these 94 (70.7%) were hostelites. 78 (58.6%) students liked only PBL followed by both LBL and PBL by 93(69.9%) students. 51(38.3%) students claimed that PBL has led to better understanding of subject while 57(42.9%) respondents favored both LBL and PBL.87(65.4%) respondents admitted that PBL has led to more clarification of their concepts while 94(70.7%) students appreciated both LBL and PBL. Coverage of sufficient syllabus through PBL and both (LBL & PBL) was claimed by 82(61.7%) and 98(73.7%) students respectively. Majority 75(56.4%) was satisfied with training of the teacher for traditional teaching while 82(61.7%) were satisfied with training of facilitator for PBL. 58(43.6%) students were satisfied with availability of resources for PBL, 74(55.6%) for LBL while 63(47.4%) were for both methods combined together. 75(56.4%) respondents preferred present scenario (LBL parallel with PBL) in JNMC. 

Conclusion: 

Lecture Based Learning must be in symbiosis with Problem Based Learning for better analytical approach and clarification of concepts among medical students. There is need to improve the information resources for PBL and enhancement of practical knowledge of students.