Insight into “Problem-based Learning” in Medical Education – Students’ Perceptions about its Facilitators and Barriers: A Cross-sectional Study

INTRODUCTION: Problem-based learning (PBL), a method of small-group learning was introduced in 1969 at McMaster University and has been extensively used in various disciplines. PBL transforms the traditional teacher-centered approach to student-centered approach, thereby emphasizing on the necessity for student's participation in the discussion. The aim of the study was to assess the perception of students on PBL techniques, preparedness, and resource utilization for conducting PBL sessions. METHODOLOGY: This cross-sectional study was conducted at a medical college, wherein all the students who had attended a PBL session in any subject were included in the study. Questionnaires were used to record students' responses. Student's responses were assessed using a prevalidated questionnaire on, the perceived benefits of PBL sessions, the process of conduction of PBL and learning resources used for self-directed learning. Student feedback was recorded using a Google Forms. Each response was recorded using a three-point Likert scale (Agree/neutral/disagree). Data were compiled in a Microsoft Excel worksheet. STATISTICAL ANALYSIS: Qualitative data were collected and were analyzed using appropriate statistical tests. The feedback data were obtained to analyze the effectiveness of programs and plan appropriate changes in the conduction of PBL sessions. RESULTS: Students mentioned that PBL was useful in better understanding of the basic sciences. PBL enhanced collaborative learning and helped them recognize their strengths and weaknesses. Participating in the PBL sessions improved their communication, leadership skills and decision-making ability. CONCLUSION: PBL session was an effective teaching-learning method in MBBS curriculum and it encourages self-directed learning in students and also ensures better integration of the basic and clinical sciences particularly problem-solving skills. Preparedness of tutors and resources available for conducting PBL are important to ensure satisfactory outcomes of PBL sessions.