Problem-based learning in undergraduate medical education in Saudi Arabia: Time has come to reflect on the experience

Abstract

Background: Problem-based learning (PBL) is being increasingly used in many undergraduate medical schools worldwide due to its recognized advantages. Objectives: To explore views of medical students in the Kingdom of Saudi Arabia (KSA) about the appropriateness of the PBL concepts and process. Differences in students' views were examined as well.Methods: This is a cross-sectional, questionnaire-based study conducted in two medical colleges in Riyadh, Saudi Arabia, during the period from April to June 2012. Results: One hundred seventy four undergraduate medical students participated in the study. Majority of the participants supported the concept of PBL and thought it is a beneficial learning strategy. However, only about half of them consider the problems used in tutorials are relevant for the local setting. Significant differences have been identified between the gender, schools, and study level of participants and their views on the process of PBL tutorials. About 35% of participants either undecided or will not recommend medical schools that adopt PBL curriculums for their friends. Conclusions:The majority of participants were satisfied with PBL approach and valued its importance in their learning process. Specific concerns have been expressed about relevance of some aspects of PBL. Underlying factors should be further explored in order to improve the outcomes of PBL curriculum in the local Saudi setting.

Exploring the carry on benefits of acquired Problem-based learning skills into the clinical phase; Listening to the opinions of the prime beneficiaries after the transition

“…In the present study, more than 60% of students showed positive perception with their preclinical phase PBL strategy objectives carry on benefits in their current clinical phase courses. This in agreement with earlier study reports from Saudi medical schools conducted on preclinical students, that have revealed PBL as the most satisfactory, innovative and acceptable educational instructional approach in undergraduate medical curriculum [13,15,[22][23][24][25][26].…”

“…In addition to the student positive satisfaction towards PBL as an acceptable teaching method in medical curriculum, literature have explored other facets of PBL on enhancing the impact on students' cognitive abilities such as the previous knowledge retention, communication skills, everlasting selfdirected learning skills, problem solving skill and individual analyzing skills [1,13,[27][28][29]. PBL stimulate the learning of basic science contents as well as the impact on knowledge acquisition and application in preclinical concepts [14,22]. In contrast, some authors debated PBL impacts only the application of knowledge rather than knowledge acquisition [30].…”

Problem-based learning: Dental student's perception of their education environments at Qassim University

“…[38] Despite this, PBL has been shown to be a satisfactory and effective instructional strategy for undergraduate students. [3925] The evidence from this study suggests that PBL has a positive effect on students’ skills which can also improve the ability of students in applying their knowledge in the clinical setting.…”

Impact of Mode of Curriculum on Knowledge and Attitudes of Medical Students towards Health Research

“…In a cross-sectional survey carried out at 2 medical colleges of Riyadh, more than half of participants were satisfied with the PBL curriculum implementation. However, 35% did not recommend adopting PBL curriculum [21]. The findings of our study suggest that PBL mode of education is efficacious in enhancing medical student's knowledge and attitudes towards health research in comparison with conventional mode of learning.…”