Evaluation of second and fourth year undergraduate medical students' perception and acceptance of the problem-based learning process

ABSTRACT

To investigate medical students' perception of problem based learning [PBL], to compare the acceptance level of new students who were introduced to PBL theoretically with those who had 2 years experience, and to study the effect of PBL on the academic performance. This cross-sectional study was conducted on medical students at King Abdul-Aziz University [KAU], Jeddah, Saudi Arabia between November 2008 and May 2009. A self-administered structured questionnaire was used to collect data from 2 groups of undergraduate medical students who volunteered to participate. Student t-test was used for comparison between the groups. Out of the 450 fourth-year, and 400 second-year medical students at KAU in 2009, 506 [60%] chose to participate in this study and represented the study population [250 second year, and 256 fourth year students]. There were 284 [56%] males and 222 [44%] females. A positive and higher mean score was found in all statements of the questionnaire among fourth year medical students. Although second year students perceived all domains of the PBL process positively, their mean scores were lower than the fourth year students. This study provides baseline data on the students' perception of PBL in the new curriculum. The study identified the strengths and weaknesses of PBL at KAU. Satisfaction was significantly perceived with the curricular change as indicated by students' perception of a positive learning environment