RESUMO
Objective: Collaborative Problem Solving Empirical Progressions from the Assessment and Teaching of 21[st] Century Skills [ATC21S] framework were used to determine the level of collaborative problem solving skills [CPS] in first, second and third year MBBS students at Ziauddin College of Medicine during Problem-Based Learning [PBL] sessions. Variations based on gender and roles were studied
Methods: It is an analytical comparative cross-sectional study in which seven PBL groups were selected per year by non-probability convenient sampling. Data was collected using the Collaborative Problem Solving Five Strands Empirical Progressions by the primary investigator through observation of the students during PBL sessions. Duration of study was six months
Results: We found that in our students, development of social dimension skills is facilitated to a greater extent than the development of cognitive dimension skills through the process of PBL. These skills are generally better developed in the leader compared to the scribe and members in a group. They are also more developed in females compared to males. Modification in them is also observed as the year's progress
Conclusion: Although PBLs facilitate development of CPS skills' progression however in our curriculum, PBLs mainly focus on social skills development and have less emphasis on cognitive skill development. Thus, hybrid instructional strategies with components from TBL and mentorship are recommended for better development of CPS skills