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Medical students’ insight about PBL at Alfaisal University, Riyadh. Authors – Affiliation. Dr. Bibi Kulsoom MBBS, M.Phil Lecturer of Biochemistry Dr. Nasir Ali Afsar MBBS, M.Phil , Ph.D Senior Lecturer of Pharmacology College of Medicine, Alfaisal University,
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Medical students’ insight about PBL at Alfaisal University, Riyadh
Authors – Affiliation Dr. BibiKulsoomMBBS, M.Phil Lecturer of Biochemistry Dr. Nasir Ali AfsarMBBS, M.Phil, Ph.D Senior Lecturer of Pharmacology College of Medicine, Alfaisal University, Off Takhassusi Road, Riyadh, Saudi Arabia. SIMEC 2012
Background Problem-based learning (PBL) is a learning strategy that favors contextual, self-directed, constructive learning for futureapplication. Barrows, S., and Tamblyn, M. (1980). Problem-Based Learning: An Approach to Medical Education. New York: Springer SIMEC 2012
Background • AlfaisalUniversity’s College of Medicine is one of the few institutes in the region which uses PBL as its core strategy in a hybrid, 5-year curriculum for both genders. SIMEC 2012
Background – AU Curriculum SIMEC 2012
Background • In our setting • the superiority of PBL over lectures: an ongoing debate. • a certain degree of variation regarding PBL’s perception and acceptance. • Hence we conducted this study to know about the insight and reflection about PBL among our medical students in basic, pre-clinical and clinical phases. SIMEC 2012
Material & Methods • Tool: • A questionnaire consisting of 13 closed-ended questions with “Yes/No/Don’t know” reply options and a single open ended question • Short, once-only, online, force-to-reply survey (alpha 0.8) • Interface: E-Learning Management System • Subjects: All 320 medical students received the questionnaire link via institutional email, followed by subsequent email reminders. SIMEC 2012
Results SIMEC 2012
Distribution of Respondents n = 83/ 320 = 26% SIMEC 2012
Distribution of Respondents SIMEC 2012
1. PBLs make me a self-directed learner SIMEC 2012
2. PBLs enable active learning better than lectures SIMEC 2012
3. PBLs were more interesting than lectures SIMEC 2012
4. PBLs motivated me to consult multiple resources SIMEC 2012
5. As compared to lectures, PBLs help me to simultaneously correlate concepts of different basic science subjects SIMEC 2012
7. As compared to lectures, PBLs help me to better correlate basic science concepts with clinical presentation of the patients SIMEC 2012
6. Discussion during PBL sessions helps me to clear any confusion in my concepts SIMEC 2012
8. The concepts which I carried with me to subsequent semesters were largely those which were obtained through PBL SIMEC 2012
9. PBL session participation rather than lectures enabled to learn and perform better in clinics SIMEC 2012
10. I found it easier to solve questions in exams, about concepts learnt in PBLs rather than lectures SIMEC 2012
11. PBLs motivate me to do research SIMEC 2012
12. PBLs have increased my ability to work in a team SIMEC 2012
13. PBL-based curriculum will make me a better professional SIMEC 2012
14. Give one suggestion to improve PBL at AU SIMEC 2012
Conclusions Most of the students perceived that PBL • Makes learning active, interesting, self-directed, constructive and reproducible • Favors better team work • Would groom them professionally. SIMEC 2012
Limitations • Only ¼ students responded. • There were minimal respondents from phase-3. SIMEC 2012
Medical students’ insight about PBL at Alfaisal University, Riyadh Take-Home Message: Students’ insight about PBL is positive regarding professional learning, application and development. Thank You SIMEC 2012
