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...

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Vydané v:	BMC medical education Ročník 25; číslo 1; s. 410 - 9
Hlavní autori:	Ullah, Himayat, Huma, Sarwat, Naeem, Lubna, Yunus, Mohammed, Sarfraz, Junaid
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	London BioMed Central 20.03.2025 BioMed Central Ltd Springer Nature B.V BMC
Predmet:	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
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Abstract	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
AbstractList	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. 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. 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. 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. Not applicable. 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 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 Keywords: Problem-based learning (PBL), Medical education, Learning modalities, Improvement strategies IntroductionProblem-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.MethodsThis 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.ResultsPre-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.ConclusionDue 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 numberNot applicable 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.INTRODUCTIONProblem-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.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.METHODSThis 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.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.RESULTSPre-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.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.CONCLUSIONDue 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.Not applicable.TRIAL NUMBERNot applicable. 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. 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. 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. Abstract 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
ArticleNumber	410
Audience	Academic
Author	Ullah, Himayat Huma, Sarwat Yunus, Mohammed Naeem, Lubna Sarfraz, Junaid
Author_xml	– sequence: 1 givenname: Himayat surname: Ullah fullname: Ullah, Himayat organization: Department of Medicine, College of Medicine at Shaqra, Shaqra University – sequence: 2 givenname: Sarwat surname: Huma fullname: Huma, Sarwat organization: Fellow Health Professions Education, Health Services Academy – sequence: 3 givenname: Lubna surname: Naeem fullname: Naeem, Lubna organization: Department of Oral Biology, Riphah International University – sequence: 4 givenname: Mohammed surname: Yunus fullname: Yunus, Mohammed email: m_yunus6061@yahoo.com organization: Kabul University of Medical Sciences – sequence: 5 givenname: Junaid surname: Sarfraz fullname: Sarfraz, Junaid organization: Lady Reading Hospital
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Snippet	Introduction Problem-based learning (PBL) is one of medical education’s most effective student-centered learning modalities. However, a lack of experience has... Problem-based learning (PBL) is one of medical education's most effective student-centered learning modalities. However, a lack of experience has led to... Introduction Problem-based learning (PBL) is one of medical education's most effective student-centered learning modalities. However, a lack of experience has... This interventional study was conducted in a Bachelor of Medicine and Surgery (MBBS) program after receiving ethical approval. The study consisted of three... IntroductionProblem-based learning (PBL) is one of medical education’s most effective student-centered learning modalities. However, a lack of experience has... Abstract Introduction Problem-based learning (PBL) is one of medical education’s most effective student-centered learning modalities. However, a lack of...
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SubjectTerms	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
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Title	Bridging the gaps in problem-based learning: an evidence-based intervention in bachelor of medicine and surgery (MBBS) program
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