CoChat
Sign Up
Cited by 29Problem and Project Based LearningInnovations in Medical EducationBiomedical and Engineering Education

Problem-based learning: medical students’ perception toward their educational environment at Al-Imam Mohammad Ibn Saud Islamic University

Open access
Aldayel, Abdulaziz Abdulrahman, Alali, Abdulrahman Omar, Altuwaim, Ahmed Abdullah, Alhussain, Hamad Abdulaziz, Aljasser, Khalid Ahmed, Bin Abdulrahman, Khalid A, Alamri, Majed Obaid, Almutairi, Talal Ayidh·2019·Advances in Medical Education and Practice
DOI 10.2147/amep.s189062PMC PMC6396659
Open this paper in CoChat — free accountOpen PDF

Abstract

Background: Problem-based learning (PBL) is a student-centered innovating instructional approach in which students define their learning objectives by using triggers from the problem case or scenario. Objectives: To assess undergraduate medical students’ perception toward PBL sessions and to compare their perceptions among different sex and grade point average (GPA) in the college of medicine, Al-Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia. Materials and methods: We conducted a cross-sectional study based on a self-administered anonymous online questionnaire during the first semester of the 2017–2018 academic year in IMSIU. The data were collected from male and female students of the second and third year, as well as male students of the fourth year. Results: Out of 259 students, 152 (58.7%) completed the questionnaire. The students’ perception toward PBL was more positive than negative. Most of the students reported that PBL sessions increased their knowledge of basic sciences ( P =0.03). Furthermore, most students agreed that PBL provided a better integration between basic and clinical sciences which differed significantly between the different GPA groups ( P =0.02). Nevertheless, only 28.3% of the students agreed that the teaching staff is well prepared to run the sessions with significant statistical difference among different GPA groups ( P =0.02). Moreover, only 26.3% of the students reported that there was proper student training before starting the PBL sessions with no significant difference. Additionally, only 34.2% and 28.9% of the students felt that they learn better and gain more knowledge thorough PBL than lectures respectively, with no significant difference. Conclusion: This study showed that tutors should be trained to guide the process of PBL effectively to achieve its goals. Moreover, students should be securely introduced to PBL and experience the development of their clinical reasoning through PBL. Further improvements are needed to provide students with an effective favorable learning environment and to take the students recommendations into consideration. Keywords: medical students, problem-based learning, education, perception, curriculum

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.2147/amep.s189062

Cites

36 of 36 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Cites

Flagged first, then by citations

1 of the 37 references couldn’t be matched to a known paper.

Research works printed but not linked: 3

  1. [3]Barrows H How to Design a Problem-Based Curriculum for the Preclinical Years 8 New York Springer Pub Co. 1985
  2. [13]Barrows Hs TR Problem-Based Learning: An Approach to Medical Education 1 New York Springer Pub Co. 1980
  3. [16]Emerald NM Aung PP Han TZ Yee KT Myint MH Soe TT Oo SS Students’ perception of problem-based learning conducted in Phase 1 medical program SE Asia J Med Educ 2013 7 2 45 48

Cited by

Sorted by citations

Related

Authors
Aldayel, A. A., Alali, A. O., Altuwaim, A. A., Alhussain, H. A., Aljasser, K. A., Bin Abdulrahman, K. A., Alamri, M. O., & Almutairi, T. A.
Affiliations
Imam Mohammad ibn Saud Islamic University (SA)
Corresponding author
  • Aldayel, Abdulaziz Abdulrahman
  • Alali, Abdulrahman Omar
  • Altuwaim, Ahmed Abdullah
  • Alhussain, Hamad Abdulaziz
  • Aljasser, Khalid Ahmed
  • Alamri, Majed Obaid
  • Almutairi, Talal Ayidh
ORCID
Venue
Advances in Medical Education and Practice
Publisher
Informa UK Limited
Published
2019-02
Volume
Volume 10
Pages
95-104
ISSN
1179-7258 (ISSN-L)
DOI
10.2147/amep.s189062
PMC
PMC6396659
OpenAlex
W2917650136
Cited by
28
References
37
Citations by year
2026: 2 · 2025: 4 · 2024: 7 · 2023: 2 · 2022: 6 · 2021: 5 · 2020: 2
FWCI
8.78
Type
journal article
Language
en
Open access
Licence
Locations
  • Advances in Medical Education and Practice (publishedVersion, cc-by-nc)
  • Europe PMC (PubMed Central) (publishedVersion, cc-by-nc)
  • PubMed Central (publishedVersion, cc-by-nc)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Education › Problem and Project Based Learning
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
  • Physical Sciences › Engineering › Biomedical Engineering › Biomedical and Engineering Education
Keywords
problem-based learning, medical students, student perceptions, undergraduate medical education, integration of basic and clinical sciences, grade point average, clinical reasoning, student-centered learning, medical curriculum

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review