A Cross-Sectional Survey Exploring the Perceptions of Anaesthesia Technology (AT) Students of the Concept and Process of Problem Based Learning (PBL) in a University in the Kingdom of Saudi Arabia (KSA).

Abstract

Abstract Background: Problem-based learning (PBL) is an educational method that promotes a combination of basic science knowledge and clinical skills and problem-solving skills by discussing real-life scenarios in small groups. Many studies have investigated the perceptions of students from different medical disciplines regarding this learning approach in order to improve the students’ learning experiences. However, there is a lack of studies that have investigated anaesthesia technology (AT) students’ perceptions in relation to PBL.

The Study’s Purpose: To explore AT students’ perceptions of PBL’s concept and process in one university in the Kingdom of Saudi Arabia (KSA).

Methods: A descriptive and inferential cross-sectional survey was utilised, with a convenience sampling technique. A valid and reliable questionnaire was distributed online to 131 AT students. Descriptive and inferential statistical tests were used to analyse the data by using the Statistical Package for the Social Sciences (SPSS).

Results: 119 questionnaires were completed and returned, achieving a 90.8% response rate. AT students showed a highly positive perception of the PBL concept and process, as well as of the problems presented in the PBL sessions. Furthermore, there was a positive statistically significant correlation between the PBL concept’s total score and gender, year of study and grade point average (GPA), while a positive statistically significant correlation was identified between the PBL process’ total score PBL and only gender and year of study. New knowledge, new skills and teamwork were PBL’s main advantages, while lack of time and poor participation and organisation were its leading disadvantages.

Conclusion: AT students showed a highly positive perception of the PBL concept and the process and of the problems presented in the sessions emphasising the benefits of the teamwork and the new knowledge and skills they gained; however, lack of time and poor participation and organisation were the main concerns in relation to PBL. Continuous observation of the PBL process and minimising the causes of students’ concerns are recommended to enhance the benefits of this approach among AT students in KSA.