Evaluation of Problem-Based Learning (PBL) implementation in The Faculty of medicine at Imam Abdulrahman bin Faisal University (IAU), Kingdom of Saudi Arabia (KSA)

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Background Problem Based Learning (PBL) is an innovative student-centred learning method where small groups of students identify their learning objectives using a problem case scenario. PBL has been implemented in numerous medical colleges worldwide. However, the newly adopting PBL institutes may face a challenge during its implementation. Objectives This study aims to evaluate PBL implementation in the medical college of the Imam Abdulrahman bin Faisal University (IAU) from the facilitators’ and students’ perspectives. Methods This is a cross-sectional study using a quantitative self-administered online questionnaire. The questionnaire evaluated PBL implementation using the three main characteristics (scales) of PBL namely small group learning, problem case scenario, and facilitator role. A total of 52 facilitators and 1289 medical students (from second to sixth years) were invited to participate in the study at the end of the 2019-2020 academic year. Results Forty-six facilitators (88.46%) and 296 medical students (25.13%) responded to the questionnaire. There was an overall positive evaluation of PBL implementation. However, the facilitators’ rating was significantly higher than the students’ rating across the three scales; small group learning (p= .000), problem case scenario scales (p= .005), and facilitator role (p= .000).
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