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Assessment of the implementation of problem-based learning model in Saudi medical colleges: a cross-sectional study

Authors Al-shehri H, O’haj M, Elsini R, Alharbi H, Jabari M, Al‑Qashar F, Rochow N

Received 22 March 2018

Accepted for publication 22 June 2018

Published 11 September 2018 Volume 2018:9 Pages 649—655

DOI https://doi.org/10.2147/AMEP.S167290

Checked for plagiarism Yes

Review by Single anonymous peer review

Peer reviewer comments 2

Editor who approved publication: Dr Md Anwarul Majumder


Hassan Al-shehri,1 Mohamed O’haj,2 Rayan Elsini,3 Hatem Alharbi,3 Mosleh Jabari,1 Fahad Al-Qashar,4 Niels Rochow5

1Department of Pediatrics, College of Medicine, Al-Imam Mohammad Ibn Saud Islamic University, Riyadh, Saudi Arabia; 2Department of Biochemistry, College of Medicine, University of Bisha, Bisha, Saudi Arabia; 3College of Medicine, Al-Imam Mohammad Ibn Saud Islamic University, Riyadh, Saudi Arabia; 4Department of Pediatrics, Bahrain Defence Force Hospital, Royal Medical Services, Riffa, Bahrain; 5Division of Neonatology, Department of Pediatrics, McMaster University, Hamilton, ON, Canada

Background: Problem-based learning (PBL) is a method by which students solve clinical scenarios in a small group discussion. The aim of this study was to assess the implementation of PBL in Saudi Universities.
Methods: This is a cross-sectional study including 151 participants from 16 universities. A questionnaire was distributed to the faculty members through e-mail messages. The questionnaire consisted of 35 questions with 5-point Likert scale arranged in three subscales.
Results: The total mean of PBL implementation score was 2.5 (SD =0.39). The scores of the three PBL implementation subscales showed marked variance, with the average score of the subscale “overall PBL experience in my college” being the most highly affected, with an average score of (3.07, SD =0.72), followed by “implementation of PBL model” (2.36, SD=0.47). The least affected subscale was “preparation for PBL implementation” (2.13, SD =0.67).
Conclusion: Relatively moderate level of PBL implementation was observed in Saudi Arabia. However, we suggest that more courses should be introduced in order to improve the skills of faculty members and provide a strong infrastructure to implement PBL model in Saudi medical colleges.

Keywords: Saudi Arabia, medical students, problem-based learning, implementation

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