Background Problem-based learning (PBL) is a student-centered innovating instructional approach in which students define their learning objectives by using triggers from the problem case or scenario. Objectives To assess undergraduate medical students’ perception toward PBL sessions and to compare their perceptions among different sex and grade point average (GPA) in the college of medicine, Al-Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia. Materials and methods We conducted a cross-sectional study based on a self-administered anonymous online questionnaire during the first semester of the 2017–2018 academic year in IMSIU. The data were collected from male and female students of the second and third year, as well as male students of the fourth year. Results Out of 259 students, 152 (58.7%) completed the questionnaire. The students’ perception toward PBL was more positive than negative. Most of the students reported that PBL sessions increased their knowledge of basic sciences ( P =0.03). Furthermore, most students agreed that PBL provided a better integration between basic and clinical sciences which differed significantly between the different GPA groups ( P =0.02). Nevertheless, only 28.3% of the students agreed that the teaching staff is well prepared to run the sessions with significant statistical difference among different GPA groups ( P =0.02). Moreover, only 26.3% of the students reported that there was proper student training before starting the PBL sessions with no significant difference. Additionally, only 34.2% and 28.9% of the students felt that they learn better and gain more knowledge thorough PBL than lectures respectively, with no significant difference. Conclusion This study showed that tutors should be trained to guide the process of PBL effectively to achieve its goals. Moreover, students should be securely introduced to PBL and experience the development of their clinical reasoning through PBL. Further improvements are needed to provide students with an effective favorable learning environment and to take the students recommendations into consideration.

Background: With the increased prevalence of osteoporosis, proficiency in knowledge of osteoporosis is essential for healthcare providers to prevent and treat this disease. Therefore, it is crucial for future physicians to receive adequate education. Our study aimed to assess osteoporosis awareness and knowledge among medical students training to become physicians. Methods: This was a cross-sectional observational study conducted among a sample of medical students in Riyadh, Saudi Arabia. The study included students from the following universities: Imam Mohammad ibn Saud Islamic University, King Saud bin Abdulaziz University for Health Sciences, King Saud University, and Princess Nourah bint Abdulrahman University during the 2019-2020 academic year. We utilized the revised Osteoporosis Knowledge Test questionnaire, which was administered online. Results: A total of 805 participants completed the online questionnaire (52% male and 48% female). The majority of the students had a grade point average of 4.50 (46.1%). Of a total score of 32 points, the mean knowledge score of the study population was 16.6 ± 4.4 points. The mean exercise score of the study population was 10.7 ± 3.1 points out of 20 points. The mean nutrition score was 14 ± 3.6 points out of 26 points. Conclusions: The level of knowledge of medical students regarding osteoporosis is poor. The need for better education of future physicians in Saudi Arabia regarding osteoporosis must be addressed. The introduction of problem-based learning strategies and community-oriented teaching programs may facilitate greater awareness of the public health impact of osteoporosis.