Abstract

Background: An integrated outcome-based curriculum is defined as the curriculum that is based on predefined exit outcomes which students need to display at the end of the course. The Problem-based learning (PBL) was developed in 1968 at McMaster University as one of the student centred teaching modality promoting self-directed and lifelong learning. The college of medicine, Majmaah University, was started in 2010 with integrated, outcome-based hybrid curriculum. Objectives: The objective of the study was to assess the perception and feedback of medical students, Majmaah University towards problem-based learning (PBL) Materials and Methods: The current study was cross-sectional. The study population consisted of all medical undergraduates (Year 1, 2 and 3) studying in college of medicine, Majmaah University. A self-administered questionnaire on VARK (visual, auditory, reader and kinesthetic) learning styles and learning theories on a five-point Likert rating scale was used. Results: Sixty two students (54.2%) agreed that problem-based learning (PBL) is a reliable tool for facilitating visual/spatial learning. Around 75% of students strongly agreed that PBL is a reliable tool for facilitating auditory learning. Ninety-nine (88.1%) students stated that PBL facilitates in developing interpersonal skills. Eighty two (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- The Problem-based learning (PBL) is a teaching and learning tool that caters to a variety of learning styles and helps in developing vital skills that are necessary to form a good doctor.

Keywords: Outcome-based curriculum · Problem-based learning · Visual learning · auditory learning · problem-solving · medical undergraduate students

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Majmaah Journal of Health Sciences · eISSN 1658-8223 · Majmaah University · open access