Bridging the gaps in problem-based learning: an evidence-based intervention in bachelor of medicine and surgery (MBBS) program

Introduction Problem-based learning (PBL) is one of medical education’s most effective student-centered learning modalities. However, a lack of experience has led to several gaps in this useful learning modality, prohibiting it from achieving the desired goals. This study aimed to find gaps in our i...

Celý popis

Uloženo v:

Podrobná bibliografie
Vydáno v:	BMC medical education Ročník 25; číslo 1; s. 410 - 9
Hlavní autoři:	Ullah, Himayat, Huma, Sarwat, Naeem, Lubna, Yunus, Mohammed, Sarfraz, Junaid
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	London BioMed Central 20.03.2025 BioMed Central Ltd Springer Nature B.V BMC
Témata:	Brainstorming Concept Teaching Constructivism (Learning) Curricula Curriculum Education Education, Medical, Undergraduate - methods Educational aspects Educational Development Educational Measurement Educational objectives Educational programs Educational research Educational Strategies Evidence-based medicine Faculty Development General Surgery - education Humans Improvement strategies Independent study Knowledge Learner Engagement Learning modalities Learning Motivation Learning Processes Learning strategies Learning Theories Lifelong Learning Medical colleges Medical Education Methods Outcomes of Education Problem based learning Problem Solving Problem-based learning (PBL) Problem-Based Learning - methods Problem-Based Learning - standards Program Evaluation Questionnaires Sampling Stakeholders Student Motivation Students Students, Medical Surgery Surveys and Questionnaires Teaching methods Theory of Medicine/Bioethics Saudi Arabia Medical education Problem-based learning (PBL) Learning modalities Improvement strategies
ISSN:	1472-6920, 1472-6920
On-line přístup:	Získat plný text
Tagy:	Přidat tag Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!

Popis
Shrnutí:	Introduction Problem-based learning (PBL) is one of medical education’s most effective student-centered learning modalities. However, a lack of experience has led to several gaps in this useful learning modality, prohibiting it from achieving the desired goals. This study aimed to find gaps in our institution’s PBL strategy, take measures to fill these gaps, and then assess the effect of these measures. Methods This interventional study was conducted in a Bachelor of Medicine and Surgery (MBBS) program after receiving ethical approval. The study consisted of three phases: gap identification, intervention, and evaluation. Faculty and student training sessions were conducted to provide insight into PBL processes, followed by a Quality Assessment Questionnaire (QAQ) to assess PBL design and delivery gaps. A PBL revision committee then used the 3C3R model to redesign 136 PBLs, improving alignment with learning outcomes. Pre- and post-intervention scores from the QAQ and formative assessments were analyzed using Wilcoxon signed-rank and paired t-tests. Results Pre-intervention QAQ scores averaged 2.7 out of 5, reflecting issues PBL problems and conduction. Post-intervention scores improved to 4.0 ( p <.001), indicating a 48.1% enhancement in perceived PBL quality. Post-PBL formative assessments showed significant score improvements across blocks, with an overall effect size (Cohen’s d) of -0.54. Student and faculty satisfaction ratings also increased, averaging 4.3 and 4.8, respectively. Conclusion Due to practical novelty, PBL may have certain gaps and deficiencies that must be removed by targeted interventions to achieve the desired outcomes of this state-of-the-art learning strategy. Trial number Not applicable
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 content type line 23
ISSN:	1472-6920 1472-6920
DOI:	10.1186/s12909-025-07003-2