Abstract Title
The effectiveness of problembased learning in acquisition of knowledge, soft skills during basic and preclinical sciences: Medical students' points of view


Mutasim E. Ibrahim 1; Abdullah M. Al-Shahrani 2; Sultan A. Al-Amri 3; Muffarah H. Al-Harthi 2


Best Practice in Teaching and Learning


1 Departments of Microbiology & Medical Education, College of Medicine, University of Bisha, KSA
2 Department of Family Medicine, College of Medicine, University of Bisha, KSA
3 Department of Surgery, College of Medicine, University of Bisha, KSA


The University of Bisha, College of Medicine (UBCOM) established in 2014 with the rationale to participate in the development of health status in the Saudi Arabia.

Since UBCOM is a new medical college implementing the PBL approach, it is important to determine the flow and the worth of this method for future improvements.

It's well known that medical students’ opinion about their learning strategies is an essential process for evaluating curriculum strength and weakness.

We aimed to assess the benefits and effectiveness of PBL in the acquisition of knowledge and soft skills during basic medical (Phase I) and preclinical (Phase II) sciences.

Summary of Work

  Across-sectional study was conducted during academic year 2016-2017 at UBCOM. Students (n=67) at Phase I (year 2) and Phase II (year 3) were involved. A validated self-administered questionnaire used for data collection. Four points Likert scale used to assess questionnaire items. t-tests were used to analyze outcome data with significant p values ≤ 0.05.

Take-home Messages

PBL strategy at UBCOM has a progressively significant role in inspiring learning environment, acquisition of knowledge and skills during basic and pre-clinical phases.


The authors express their gratitude for medical students those are participated in this a study. 


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Summary of Work

Study design, setting & subjects

A cross-sectional study was conducted during the academic year 2016 - 2017 at the UBCOM,  Bisha, Saudi Arabia.

The study subjects (n=67) consisted of two groups:

1.Second year students those  completed eight modules of Phase I

2. Third-year students those completed Phase I courses and seven modules of Phase II

Instrument and collection of data

A validated self-administered questionnaire used for data collection regarding PBL benefits, preferences .and effectiveness in the acquisition of knowledge and soft skills

The students have indicated agreement on a four-point Likert scale (strongly agree (4), agree (3), disagree (2) and strongly disagree (1)  to increase the chance of obtaining either a positive or negative perception of the activity.

The higher score, the more likely the students considered PBL approach is effective.

The questionnaire items have been tested for its reliability and validity. 

Statistical analysis

SPSS was used for data analysis  in terms of proportions; mean scores ± standard deviations ). (SD)

The frequency response of the Likert scores of  4-3, represent a positive agreement and 2-1 scores represent disagreement. 

The independent t-test was applied to compare between second and third-year students’ perception about the benefits and effectiveness of PBL.

Comparison students’ preference of PBL during Phase I and II modules was determined using paired t test.

All p values ≤ 0.05 were considered as statistically significant.

Summary of Results












Take-home Messages
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