PROBLEM BASED LEARNING (PBL): AN ANALYSIS OF MEDICAL STUDENTS’ REFLECTION

Sajid Hussain Shah; Asmara Syed; Rashad Qasem Ali Othman; Wajid Ali Chatha; Ghazala Rasool; Anchoo Agarwal

doi:10.46903/gjms/22.03.1486

PROBLEM BASED LEARNING (PBL): AN ANALYSIS OF MEDICAL STUDENTS’ REFLECTION

Sajid Hussain Shah, Asmara Syed, Rashad Qasem Ali Othman, Wajid Ali Chatha, Ghazala Rasool, Anchoo Agarwal

Abstract

Background: The task of teaching and learning is a dynamic process which requires continuous struggle for the improvements of this process through research. The development of the innovative teaching strategies may enhance the interest of learners in the learning process. Over the past many decades, Problem Based Learning (PBL) has achieved importance in the medical education because of its usefulness and effectiveness in learning. The successful development and further improvements in any of teaching strategy depends upon the feedback. Objective of the study is to evaluate the perception of medical students about the PBL as a teaching strategy.

Materials & Methods: This cross-sectional study has been conducted in the setting of pathology department, faculty of medicine, Northern Border University, Arar- Kingdom of Saudi Arabia. After getting the ethical approval (reference number: 431018129) from the Local Committee of Bioethics at Northern Border University, the questionnaire has been distributed among the 3rd year MBBS student. The study duration is one year which started from January 2022 and completed in December 2022. The sample size was calculated by using Cochram formula with a confidence level of 95%, margin of error of 5%, estimated variance for proportion is 50% and the number of medical students enrolled in third year MBBS. With the help of sample size calculator, the sample size was determined which turn out to be 140. Two hundred questionnaire have been distributed among the willing medical students of this class by a convenience sampling technique.

Results: A total of one hundred and forty-one completely filled responses had been received from the medical students. The response rate is 70.5%. According to the perception of majority of the students, the PBL has improved their skills of giving good presentations and help to work in collaborations. A significant number of them think that the PBL has improved their understanding regarding the diseases. The challenges in the PBL sessions include an irrelevant discussion by some of students due to lack of knowledge, significant time consumption in gathering & arranging the learning material and the number of students in the PBL group.

Conclusion: This study highlighted merits and some of challenges of PBL according to the students’ perception. The students’ reflection regarding the PBL may be helpful for the further improvement of this teaching strategy.

Keywords

Problem Based Learning (PBL); Medical Education; Learning Process.

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DOI: https://doi.org/10.46903/gjms/22.03.1486