An Overview of Problem-based Learning and Its Perception among Students Taking Basic Science Curriculum in Medical and Health Sciences University

Abstract

Background: Problem-based learning (PBL) is tutoring that addresses all curricula types and enables the improvement of key proficiencies such as critical thinking, communication skills, interpersonal relations, and self-assessment. PBL is small group instructive mode based on constructivist beliefs and characterised by the use of a structured problem as the framework for students to acquire clinical, cognitive skills and attain information about the issue. Teaching is structured about judiciously created cases, using a progressive-disclosure layout, that aid as an impetus for small-group learning. In our University, we have integrated problem-based curriculum for health sciences students. Our study aims to analyse the student's perception about problem-based learning at Medical & health Sciences University in UAE and also to analyse student's satisfaction and a process of implementation of problem-based learning methodology in basic science curriculum. Material and Methods: It is a cross-sectional survey based study done in a Health Sciences University in UAE. In this prospective study University, students were given self-designed questionnaire which consisted of demographic details & closed-ended questions addressed to report the experience and attitudes of students towards PBL. Results: 87% students agreed that the PBL sessions are more effective in achieving learning objectives. 43% Students strongly agreed that the PBL allows in-depth understanding of the topics. Only to 65% of the students the time allotted for each PBL session was enough. 41% decided that they could integrate their prior knowledge to solve the problem in problem-based learning   sessions. 37% of them strongly agreed that they are motivated when they study the issue getting from real life. 49% of them could integrate the different subjects to solve the problem.29% Stated that they work harder to prepare for discussion in problem-based learning sessions than others. 87% of them agreed that PBL provided opportunities for to them to contribute ideas. 91% stated that PBL gave them the opportunity to hearing different perspectives and learning from one another. 79% agreed that the resources provided by the library /internet allowed them to satisfy the course requirements. 91% of them stated that their facilitator provided them with a positive learning environment.