Undergraduates’ perceptions of problem-based learning approach to developing skills and attitude at a College of Medicine in the Eastern Province, Saudi Arabia

Abstract:

BACKGROUND:
Problem-based learning (PBL) is a student-centered approach. After decades of experience in implementing PBL in our medical curriculum, this study was carried out to assess the impact of PBL on undergraduates’ skills and attitudes and developing core competencies that effectively meet the evolving needs of medical education and prepare them for clinical practice.


MATERIALS AND METHODS:
A cross-sectional study was conducted among second- and third-year medical students at a college of medicine in the Eastern Province of Saudi Arabia. An online questionnaire was used to collect data on: communication and presentation, problem solving, and critical thinking skills; Self-directed Learning (SDL) and integration abilities; professional attitudes and overall satisfaction. A five-point Likert scale was used to measure student agreement level. Chi-square test was used to test for significant differences between groups.


RESULTS:
A total of 452 out of 607 students participated. About 92% females and 94.6% males reported improved communication and presentation skills. Problem-solving abilities rose for 82.8% females and 77.2% males, theory-to-practice application enhanced in 86.2% females and 86.4% males, and clinical transition aided in 81.7% females and 76.1% males. Critical thinking improved for 86.6% females and 83.7% males, 88.4% females and 85.3% males noted effective knowledge application, and 82.8% females and 79.9% males reported smooth clinical transitions. Additionally, 68.2% students reported improvement in SDL, 70.5% in multidisciplinary integration, and 75–79% reported enhanced professional attitudes. Overall satisfaction rates for skills and attitude development were 72.9% and 73.6%, respectively.


CONCLUSION:
The findings show that most medical undergraduates perceived PBL as an effective approach for developing skills and attitudes essential for lifelong learning and ethical medical practice. Furthermore, PBL has been shown to be effective in facilitating the transition from preclinical to clinical practice by linking theory with real-world applications.