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

Abstract

Background Problem-Based Learning (PBL) is an innovative student-centered learning method that has been implemented in numerous medical colleges worldwide. However, the newly adopting PBL institutes may face challenges during its implementation. This study aims to evaluate PBL implementation in the medical college of Imam Abdulrahman bin Faisal University (IAU) from the facilitators’ and students’ perspectives. Methods This is a cross-sectional study using a quantitative self-administered online questionnaire. The questionnaire evaluated PBL implementation using the three scales: small group learning, problem case scenario, and facilitator role. A total of 52 facilitators and 1289 students (from second to sixth years) were invited to participate in the study at the end of the 2019–2020 academic year. Results Forty-six facilitators (88.46%) and 324 students (25.13%) responded to the questionnaire. There was an overall positive evaluation of PBL implementation. However, the facilitators’ rating was significantly higher than the students’ rating across the three scales. Regarding the small group learning, a significant difference was found between types of facilitation status (p = 0.017) and between trained and not trained facilitators (p = 0.029). In respect to the problem case scenario, there was a significant difference based on the types of facilitation status (p = 0.017) and facilitating tutorials related to the facilitator’s specialty (p = 0.004). Regarding the facilitator role, a significant difference was found between the academic year they had facilitated (p = 0.032). Female students rated the three scales significantly higher than male students (p < 0.001). Students aged between 24 and 25 years old and sixth years students also rated the three scales significantly higher than other students (P < 0.05). Conclusions The participants rated PBL implementation positively as measured by the three scales rating. However, specific concerns have been highlighted that are related to group dynamics, training before starting PBL, relevancy of the case scenarios, and the facilitator’s role in nominating group members and providing feedback.

Evaluation of Problem-Based Learning in College of Medicine: An Indicator of Quality Education in a Hybrid Curriculum

“…In our study females were more satisfied on the problem and the session as compared with males but this was not statistically significant which is in contradiction to another study in Saudi Arabia where females' satisfaction on problem-based learning was higher where they discussed the implications of teaching at different facilitators and different campuses [12].…”

“…Effective tutor is one which stimulates situated collaborative active learning [13]. Overall, students were satisfied with the tutor's facilitation skills who provided constructive feedback and intervened when needed as supported by another study in Saudi Arabia [12]. They were satisfied with the tutors' enthusiasm, support, and respect for the learning process.…”

Barriers to implementing problem-based learning at the school of medicine of Debre Berhan University, Ethiopia

“…Learning objectives also lack integrity of different disciplines and do not promote collaborative learning. Studies in Saudi Arabia, Ghana, and Egypt also revealed similar findings [ 7 , 26 , 27 ].…”

Application of integrated problem-based learning combined with lecture-based classroom teaching in undergraduate medical education: An effective teaching model in a Medical School in China

“…[8,27–30] Our results are similar to previous reports that students who have experienced integrated PBL will develop a desire for knowledge and possess the ability to actively analyze and solve problems, which will benefit them for a lifetime. [25,31] In sum, this study proved that integrated PBL combined with LBC had effects on students’ knowledge acquisition and competency development, and could improve their comprehensive abilities to learn independently, to raise, analyze and solve problems, which are necessary for being a doctor in the future.…”