Table 1.

Taxonomy of problem-based learning^#.

Educational method	Description of method	Barrow's rating of meeting the educational objectives [32]
		SCC	CRP	SDL	MO
Lecture-based case	(i) Information is presented as lectures first and then the cases are used to emphasize significant points	1	1	0	1
	(ii) Teacher directed learning
Case-based lecture	(i) Cases are presented first for study prior to class lecture followed by the lecture covering the relevant area	2	2	0	2
	(ii) Teacher directed learning
Case-based discussions	(i) A complete case is given to the student for study prior to class discussion, which is facilitated by a tutor	3	3	3	4
	(ii) Teacher directed and student directed
Modified case based	(i) It features sequential management problems Students are given some information and asked to decide the action plan; following the conclusion, they are given more information	4	3	3	5
Problem or inquiry based	(i) Students are presented with a new patient problem and allowed free inquiry in tutor led group	4	4	4	5
	(ii) Teacher and student directed
Closed loop or reiterative	(i) An extension of “inquiry-based PBL” method, in which after the initial problem solving, the students are asked to return to the original problem for reevaluation of their problem solving activities	5	5	5	5
	(ii) Both teacher and student directed

Barrow's score 1 to 5 represents the likelihood (1: least and 5: most) that the educational method will meet the educational objectives. SCC: structured clinical context, CRP: clinical reasoning process, SLD: self- directed learning, and MOT: motivation for learning [32].

^#Modified from Cisneros et al. [43].