Introduction: Project-based learning (PBL) is motivational for students to learn research methodology skills. It is a way to engage and give them ownership over their own learning.
Aims and objectives: The aim of this study is to use PBL for application of research methodology skills for better learning by encouraging an all-inclusive approach in teaching and learning rather than an individualized tailored approach.
Methodology: The present study was carried out for MBBS 6th- and 7th-semester students of community medicine. Students and faculties were sensitized about PBL and components of research methodology skills. They worked in small groups. The students were asked to fill the student feedback Questionnaire and the faculty was also asked to fill the faculty feedback Questionnaire. Both the Questionnaires were assessed on a 5 point Likert scale. After submitted projects, document analysis was done.
Results: A total of 99 students of the 6th and 7th semester were participated in PBL. About 90.91% students agreed that there should be continuation of PBL in subsequent batches. 73.74% felt satisfied and motivated with PBL, whereas 76.77% felt that they would be able to use research methodology in the near future.
Conclusions: PBL requires considerable knowledge, effort, persistence, and self-regulation on the part of the students. They need to devise plans, gather information evaluate both the findings, and their approach. Facilitator plays a critical role in helping students in the process by shaping opportunity for learning, guiding students, thinking, and helping them construct new understanding.
Keywords: Knowledge; project-based learning; research methodology.