Motivational Learning of Forensic Medicine through Student Projects: A Project-Based Learning Approach

Abstract

Background: Medical students often perceive Forensic Medicine & Toxicology as a secondary subject in their curriculum, leading to low levels of motivation. Project-based learning (PBL) has been recognized as an effective pedagogical tool to promote deeper engagement, self-directed learning, and long-term interest in subjects that students otherwise consider less important.
Objective: This study aimed to evaluate whether assigning short-term research projects to undergraduate MBBS students enhances motivation, interest, and self-directed learning in Forensic Medicine & Toxicology, while also assessing faculty satisfaction with the process.
Methods: A total of 101 students of the second professional MBBS batch (2013) at Himalayan Institute of Medical Sciences were divided into groups of four to five members. Twenty-six short-term research projects were designed and assigned under the guidance of cross-disciplinary faculty, with co-guidance from Forensic Medicine faculty. Ethical clearance was obtained, and sensitization sessions were conducted for both students and faculty. Data on student motivation and faculty satisfaction were collected using Likert-scale questionnaires. Statistical analysis was performed using SPSS version 18.
Results: Following project completion, 85.2% of students agreed that forensic work is complex yet interesting, compared to 45.6% who earlier believed superficial knowledge was sufficient. More than half (55.4%) reported enjoying project work, 68.4% gained additional knowledge in their research area, and 47.5% expressed increased interest in Forensic Medicine. Furthermore, 67.3% developed a greater research interest, and 90.1% felt motivated to use resources. Faculty responses were overwhelmingly positive: 88% enjoyed mentoring, 76% felt the exercise was useful at this stage, and 84% agreed that rewarding the best projects induced healthy competition.
Conclusion: Project-based learning significantly enhanced student motivation, interest, and self-directed learning in Forensic Medicine & Toxicology. Faculty satisfaction was also high, suggesting that incorporating research-oriented projects into undergraduate medical education can serve as an innovative and effective teaching method.