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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Bibliographic Details
Published in:BMC medical education Vol. 25; no. 1; pp. 410 - 9
Main Authors: Ullah, Himayat, Huma, Sarwat, Naeem, Lubna, Yunus, Mohammed, Sarfraz, Junaid
Format: Journal Article
Language:English
Published: London BioMed Central 20.03.2025
BioMed Central Ltd
Springer Nature B.V
BMC
Subjects:
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
Online Access:Get full text
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Summary: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
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ISSN:1472-6920
1472-6920
DOI:10.1186/s12909-025-07003-2