Assessment of the implementation of problem-based learning model in Saudi medical colleges: a cross-sectional study

Abstract

BackgroundProblem-based learning (PBL) is a method by which students solve clinical scenarios in a small group discussion. The aim of this study was to assess the implementation of PBL in Saudi Universities.MethodsThis is a cross-sectional study including 151 participants from 16 universities. A questionnaire was distributed to the faculty members through e-mail messages. The questionnaire consisted of 35 questions with 5-point Likert scale arranged in three subscales.ResultsThe total mean of PBL implementation score was 2.5 (SD =0.39). The scores of the three PBL implementation subscales showed marked variance, with the average score of the subscale “overall PBL experience in my college” being the most highly affected, with an average score of (3.07, SD =0.72), followed by “implementation of PBL model” (2.36, SD=0.47). The least affected subscale was “preparation for PBL implementation” (2.13, SD =0.67).ConclusionRelatively moderate level of PBL implementation was observed in Saudi Arabia. However, we suggest that more courses should be introduced in order to improve the skills of faculty members and provide a strong infrastructure to implement PBL model in Saudi medical colleges.

Evaluation of Problem-Based Learning implementation in a College of Medicine, Kingdom of Saudi Arabia: a cross sectional comparative study

“…The evaluation section of the questionnaire consisted of 29 items for both groups. The items were developed based on previous studies [ 12 , 14 , 28 ]. This section was divided into three main scales that represented the universally agreed characteristics of PBL, namely small group learning, problem case scenario, and facilitator role.…”

“…Rather, the success of PBL is also affected by the evaluation of its implementation. Several studies have evaluated PBL implementation from the facilitators’ perspectives in different medical colleges globally [ 12 – 15 ]. A recent study was conducted in 16 universities in the Kingdom of Saudi Arabia (KSA) to obtain an overall facilitators’ evaluation of PBL implementation.…”

“…They reported that they were skilled at introducing the case scenarios (67.5%), directing the discussion toward the learning objectives (76.8%), stimulating the students to think critically (71.5%), providing information only when necessary (65.6%), creating a competitive environment where all students were encouraged to participate in discussions (76.8%) and taking notes to provide feedback for the individual student and the whole group (68.3%). They concluded that PBL was implemented moderately (50%) across the universities in the KSA [ 12 ].…”

“…Yet, the literature is lacking comparative studies between the facilitators’ and medical student’s perspectives [ 14 ]. Previous studies concentrated on facilitators’ perspectives [ 12 – 15 ] or students’ perspectives [ 16 – 19 ]. Furthermore, the findings of these studies were variable since each institute has its own context and experience, which is an important factor in the context of educational intervention [ 20 ].…”

Improve Mother’s Communication ability with Early Childhood through Parenting Trainng Problem Based Learning (PBL) Strartegy: Action Research at the Non-Formal PAUD Institution at DKI Jakarta Province Indonesia

“…But this situation began to melt at the second meeting because researchers as facilitators conditioned a relaxed and enjoyable learning atmosphere. The role of facilitators is important to apply PBL teaching methods efficiently [38].…”