An Overview of Problem-based Learning and Its Perception among Students Taking Basic Science Curriculum in Medical and Health Sciences University
Anshoo Agarwal *
Faculty of Medicine, Department of Pathology, Northern Border University, Arar, Kingdom of Saudi Arabia
S. Anil Mohan Rao
Faculty of Medicine, Department of Pathology, Northern Border University, Arar, Kingdom of Saudi Arabia
*Author to whom correspondence should be addressed.
Abstract
Background: Problem-based learning (PBL) is tutoring that addresses all curricula types and enables the improvement of key proficiencies such as critical thinking, communication skills, interpersonal relations, and self-assessment. PBL is small group instructive mode based on constructivist beliefs and characterised by the use of a structured problem as the framework for students to acquire clinical, cognitive skills and attain information about the issue. Teaching is structured about judiciously created cases, using a progressive-disclosure layout, that aid as an impetus for small-group learning. In our University, we have integrated problem-based curriculum for health sciences students. Our study aims to analyse the student's perception about problem-based learning at Medical & health Sciences University in UAE and also to analyse student's satisfaction and a process of implementation of problem-based learning methodology in basic science curriculum.
Material and Methods: It is a cross-sectional survey based study done in a Health Sciences University in UAE. In this prospective study University, students were given self-designed questionnaire which consisted of demographic details & closed-ended questions addressed to report the experience and attitudes of students towards PBL.
Results: 87% students agreed that the PBL sessions are more effective in achieving learning objectives. 43% Students strongly agreed that the PBL allows in-depth understanding of the topics. Only to 65% of the students the time allotted for each PBL session was enough. 41% decided that they could integrate their prior knowledge to solve the problem in problem-based learning sessions. 37% of them strongly agreed that they are motivated when they study the issue getting from real life. 49% of them could integrate the different subjects to solve the problem.29% Stated that they work harder to prepare for discussion in problem-based learning sessions than others. 87% of them agreed that PBL provided opportunities for to them to contribute ideas. 91% stated that PBL gave them the opportunity to hearing different perspectives and learning from one another. 79% agreed that the resources provided by the library /internet allowed them to satisfy the course requirements. 91% of them stated that their facilitator provided them with a positive learning environment.
Keywords: Problem-based learning, integrated curriculum, student-centered, group learning