Bridging the gaps in problem-based learning: an evidence-based intervention in bachelor of medicine and surgery (MBBS) program
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| Vydáno v: | BMC Medical Education vol. 25 (2025), p. 1 |
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| Hlavní autor: | |
| Další autoři: | , , , |
| Vydáno: |
Springer Nature B.V.
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| Témata: | |
| On-line přístup: | Citation/Abstract Full Text Full Text - PDF |
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MARC
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| 001 | 3187549485 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1472-6920 | ||
| 024 | 7 | |a 10.1186/s12909-025-07003-2 |2 doi | |
| 035 | |a 3187549485 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 58506 |2 nlm | ||
| 100 | 1 | |a Ullah, Himayat | |
| 245 | 1 | |a Bridging the gaps in problem-based learning: an evidence-based intervention in bachelor of medicine and surgery (MBBS) program | |
| 260 | |b Springer Nature B.V. |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a IntroductionProblem-based learning (PBL) is one of medical education’s most effective student-centered learning modalities. However, a lack of experience has led to several gaps in this useful learning modality, prohibiting it from achieving the desired goals. This study aimed to find gaps in our institution’s PBL strategy, take measures to fill these gaps, and then assess the effect of these measures.MethodsThis interventional study was conducted in a Bachelor of Medicine and Surgery (MBBS) program after receiving ethical approval. The study consisted of three phases: gap identification, intervention, and evaluation. Faculty and student training sessions were conducted to provide insight into PBL processes, followed by a Quality Assessment Questionnaire (QAQ) to assess PBL design and delivery gaps. A PBL revision committee then used the 3C3R model to redesign 136 PBLs, improving alignment with learning outcomes. Pre- and post-intervention scores from the QAQ and formative assessments were analyzed using Wilcoxon signed-rank and paired t-tests.ResultsPre-intervention QAQ scores averaged 2.7 out of 5, reflecting issues PBL problems and conduction. Post-intervention scores improved to 4.0 (p <.001), indicating a 48.1% enhancement in perceived PBL quality. Post-PBL formative assessments showed significant score improvements across blocks, with an overall effect size (Cohen’s d) of -0.54. Student and faculty satisfaction ratings also increased, averaging 4.3 and 4.8, respectively.ConclusionDue to practical novelty, PBL may have certain gaps and deficiencies that must be removed by targeted interventions to achieve the desired outcomes of this state-of-the-art learning strategy.Trial numberNot applicable | |
| 653 | |a Students | ||
| 653 | |a Medical education | ||
| 653 | |a Teaching methods | ||
| 653 | |a Curricula | ||
| 653 | |a Questionnaires | ||
| 653 | |a Educational objectives | ||
| 653 | |a Knowledge | ||
| 653 | |a Problem based learning | ||
| 653 | |a Independent study | ||
| 653 | |a Brainstorming | ||
| 653 | |a Sampling | ||
| 653 | |a Educational Development | ||
| 653 | |a Stakeholders | ||
| 653 | |a Learning Motivation | ||
| 653 | |a Learning Processes | ||
| 653 | |a Learning Theories | ||
| 653 | |a Concept Teaching | ||
| 653 | |a Faculty Development | ||
| 653 | |a Student Motivation | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Problem Solving | ||
| 653 | |a Lifelong Learning | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Constructivism (Learning) | ||
| 653 | |a Educational Strategies | ||
| 700 | 1 | |a Sarwat Huma | |
| 700 | 1 | |a Naeem, Lubna | |
| 700 | 1 | |a Yunus, Mohammed | |
| 700 | 1 | |a Junaid Sarfraz | |
| 773 | 0 | |t BMC Medical Education |g vol. 25 (2025), p. 1 | |
| 786 | 0 | |d ProQuest |t Healthcare Administration Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3187549485/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3187549485/fulltext/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3187549485/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |