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Perceptions of medical undergraduates towards Problem Based Learning (PBL) in an integrated outcome based curriculum at College of Medicine, Majmaah University, Saudi Arabia

Authors:

M. R. Asad ,

Inaya Medical College, Riyadh, SA
About M. R.
Assistant Professor, Department of Basic Medical Science

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M. A. Mansour,

Majmaah Majmaah University, SA
About M. A.
Assistant Professor, Department of Community Medicine, College of Medicine
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K. M. Amir,

Majmaah Majmaah University, SA
About K. M.
Assistant Professor, Dept. of Basic Medical Science, College of Medicine
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W. Sami,

Majmaah Majmaah University, SA
About W.
Lecturer, Department of Community Medicine, College of Medicine
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K. Afzal,

Majmaah Majmaah University, SA
About K.
Lecturer, Department of Basic Medical Science, College of Medicine
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G. A. Matlooby

Majmaah Majmaah University, SA
About G. A.
Demonstrator, Department of Medical Education, College of Medicine
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Abstract

Introduction: An integrated outcome based curriculum is structured on the basis of predefined measurable exit outcomes that students need to achieve at the end of the course. Problem Based Learning (PBL) was developed at McMaster University (1968) as one of the student centred teaching modalities promoting self-directed learning. The college of medicine, Majmaah University, was started in 2010 with an integrated, outcome based hybrid curriculum.

 

Objectives: To assess the perception of the students and compare their feedback from different years towards PBL as one of the teaching and learning methods in the modules of phase II of the curriculum.

 

Methods: It was a cross-sectional study. It consisted of all medical undergraduates (Year 1, 2 & 3) studying at college of medicine, Majmaah University. A self-administered questionnaire based on VARK learning styles and learning theories on a five point Likert rating scale was used.

 

Results: PBL is a reliable tool for facilitating visual/spatial learning, majority of the students agreed to it 62 (54.2%). 75% of students strongly agreed that PBL is a reliable tool for facilitating auditory learning. 99 (88.1%), students, responded that PBL facilitates in developing interpersonal skills.82 (72.4%) students perceived that PBL helped in developing the skills of problem solving, decision taking and practical application of ideas. No significant association was observed between year-wise analysis and perception of students for various PBL questions (p>0.05).

 

Conclusion: PBL is a teaching and learning tool that engaged diverse learning styles and facilitate in developing vital skills that are necessary for future doctor.

How to Cite: Asad, M.R., Mansour, M.A., Amir, K.M., Sami, W., Afzal, K. and Matlooby, G.A., 2018. Perceptions of medical undergraduates towards Problem Based Learning (PBL) in an integrated outcome based curriculum at College of Medicine, Majmaah University, Saudi Arabia. South-East Asian Journal of Medical Education, 12(1), pp.47–50.
Published on 24 Aug 2018.
Peer Reviewed

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