Problem-based learning in undergraduate medical education in Saudi Arabia: Time has come to reflect on the experience

• Published in: Medical teacher Vol. 37; no. S1; pp. S61 - S66
• Main Authors: AlHaqwi, Ali Ibrahim, Mohamed, Tariq Awad, Al Kabba, Abdulaziz F., Alotaibi, Sultan S., Al Shehri, Ali M., Abdulghani, Hamza M., Badri, Motasim
• Format: Journal Article
• Language: English
• Published: England Informa UK Ltd 01-04-2015; Informa Healthcare; Taylor & Francis Ltd
• Subjects: Adult; Attitudes; College students; Cross-Sectional Studies; Curricula; Curriculum; Education, Medical, Undergraduate - methods; Female; Friendship; Gender differences; Health education; Humans; Learning Strategies; Male; Medical education; Medical schools; Medical students; Medicine; Perception; Problem based learning; Problem-Based Learning - organization & administration; Questionnaires; Saudi Arabia; Students, Medical - psychology; Teaching Methods; Tutorials; Young Adult; Saudi Arabia; Riyadh Saudi Arabia
• ISSN: 0142-159X; 1466-187X
• DOI: 10.3109/0142159X.2015.1006608

Abstract
Background: Problem-based learning (PBL) is being increasingly used in many undergraduate medical schools worldwide due to its recognized advantages.
Objectives: To explore views of medical students in the Kingdom of Saudi Arabia (KSA) about the appropriateness of the PBL concepts and process. Differences in students' views were examined as well.
Methods: This is a cross-sectional, questionnaire-based study conducted in two medical colleges in Riyadh, Saudi Arabia, during the period from April to June 2012.
Results: One hundred seventy four undergraduate medical students participated in the study. Majority of the participants supported the concept of PBL and thought it is a beneficial learning strategy. However, only about half of them consider the problems used in tutorials are relevant for the local setting. Significant differences have been identified between the gender, schools, and study level of participants and their views on the process of PBL tutorials. About 35% of participants either undecided or will not recommend medical schools that adopt PBL curriculums for their friends.
Conclusions: The majority of participants were satisfied with PBL approach and valued its importance in their learning process. Specific concerns have been expressed about relevance of some aspects of PBL. Underlying factors should be further explored in order to improve the outcomes of PBL curriculum in the local Saudi setting.