The Effectiveness of Problem-based Learning in Acquisition of Knowledge, Soft Skills During Basic and Preclinical Sciences: Medical Students' Points of View

Abstract

Background:Students’ opinions about their medical curriculum is essential process for evaluating program strength and weakness. Aim: We aimed to assess the benefits and effectiveness of PBL in acquisition of knowledge and soft skills during basic (Phase I) and preclinical (Phase II) sciences.Methods:Across-sectional study was conducted at the University of Bisha, College of Medicine, Saudi Arabia. Students at Phase I and Phase II were involved. A validated self-administered questionnaire used for data collection. Responses to the questionnaire items regarding PBL benefits, preferences and effectiveness in acquisition of knowledge and soft skills were ordinal following a four-point Likert scale format. Independent and paired t tests were used to compare between the means and SD of each two variables. A p value ≤ 0.05 considered as statistically significant.Results:Most of students (86.3%) reported a positive perception on all the items assessing the benefits of PBL approach. Students’ responses on PBL relating to the acquisition of knowledge (3.27±0.46) and soft skill (3.32±0.45) were high. There were no significant differences determined in the mean score and SD of acquisition of knowledge (p=0.768) and soft skills (p=0.297) between second and third year students. PBL was preferred in Phase II comparable to Phase I modules (3.371±0.299 vs. 3.026±0.627; p=0.001).Conclusion:Effectiveness of PBL found to be high and increasing after taking a series of modules. Although PBL methodology has impact in acquisition of knowledge and skills, intended program outcome should be determined to assess the effects of PBL.

Student’s perception about Modular teaching and various instructional strategies in the subject of Obstetrics and Gynecology.

“…23 Same results are recorded by other researchers who noted that self-directed learning and decision making skills are improved in PBL sessions by creating an interesting teaching environment. 24 In another study, 86% medical students valued PBL sessions as a very useful teaching strategy. 25,26 Case based teaching (CBL) promotes the contextualized learning of students in the background of patients.…”

Implementation of problem-oriented learning sessions in para-clinical years of medical college

“…• Often only the assigned student leader and scribe worked towards the solution of a given problem; the role of other students in the discussion was minimal or nonexistent. [2][3][4][5] Feedback and Improvements Feedback from the involved departments as well as from students was sought after the completion of four POL sessions. After assessing the feedback, the following improvements were proposed and implemented:…”

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IntroductionProblem-oriented learning (POL) in medical education is a student-centric mode of teaching-learning in which students learn about a topic by solving a problem presented in the shared resource material. 1,2 The overall process of problem solving does not emphasize a specific solution, but rather enables the learner to devise their own unique solutions, and, in the process, acquire other desirable skills. 1,2 These include the acquisition of knowledge, critical thinking, critical appraisal, clinical reasoning, learning literature review, team work and improved communication skills.

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Team-Based Learning Student Assessment Instrument (TBL-SAI) for measuring the effectiveness of TBL in a Saudi Medical School: Psychometric Analysis and differences by academic years

“…Each academic year consists of two semesters that divided into course modules. TBL, problem-based learning, lectures and other types of students centered activities offered to deliver the contents of modules [21].…”