Medical Students’ Perceptions and Satisfaction with Under-Graduate Medical Hybrid Problem-Based Learning Curriculum in a Saudi Medical School

Problem-based learning (PBL) is an innovative educational approach. Any innovative curriculum needs to be evaluated for proper implementation. While it is laborious and time consuming to study the whole course curriculum, focusing on the academic activities and assessment system would provide a useful means for having an overview of the whole course. The objective of this study is to evaluate the perception and satisfaction level among medical students regarding the academic sessions and assessment method and what measures they will suggest to rectify the problem-based learning curriculum. It is a descriptive type of study. A pretested questionnaire which comprised of close-ended questions in line with the study objective was distributed to all fifth and sixth year medical students during the academic year 2012-2013. The students were highly satisfied (P < 0.005) with PBL curriculum. Majority of students agreed that multiple-choice question is the best form of assessment but it pushed them towards the surface approach to learning. It was also evident that most of the students experienced stress by the frequent exam system. This study concluded students’ satisfaction regarding the hybrid PBL curriculum and an insight into some areas which need attention in the curriculum.

Problem-based learning (PBL) is an innovative educational approach. Any innovative curriculum needs to be evaluated for proper implementation. While it is laborious and time consuming to study the whole course curriculum, focusing on the academic activities and assessment system would provide a useful means for having an overview of the whole course. The objective of this study is to evaluate the perception and satisfaction level among medical students regarding the academic sessions and assessment method and what measures they will suggest to rectify the problem-based learning curriculum. It is a descriptive type of study. A pretested questionnaire which comprised of close-ended questions in line with the study objective was distributed to all fifth and sixth year medical students during the academic year 2012-2013. The students were highly satisfied (P < 0.005) with PBL curriculum. Majority of students agreed that multiple-choice question is the best form of assessment but it pushed them towards the surface approach to learning. It was also evident that most of the students experienced stress by the frequent exam system. This study concluded students’ satisfaction regarding the hybrid PBL curriculum and an insight into some areas which need attention in the curriculum.