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. 2024 Oct 16;24(1):1150.
doi: 10.1186/s12909-024-06148-w.

Perceptions of medical students at Najran University on the effectiveness of problem-based learning and team-based learning

Ahmad Zaker Almagribi  1 , Saad Misfer Al-Qahtani  2   3 , Abdullah M Assiri  1 , Khlood Mohammed Mehdar  4
Affiliations

Perceptions of medical students at Najran University on the effectiveness of problem-based learning and team-based learning

Ahmad Zaker Almagribi et al. BMC Med Educ. .

Abstract

Background: Team-based learning (TBL) and problem-based learning (PBL) are two effective educational approaches used in medical education for increasing knowledge acquisition, learning motivation, and collaborative and communication skills among students. Few studies have been conducted in Saudi Arabia to evaluate medical students' perceptions of these approaches.

Aim of the study: The present study aimed to evaluate the perceptions of current or previous preclinical students at the College of Medicine, Najran University (NU) about the effectiveness of PBL and TBL and to assess students' perceptions regarding the strengths and limitations of both educational approaches and their preferences.

Methods: A cross-sectional survey was conducted on 106 preclinical students at NU, Saudi Arabia. The survey questionnaire was validated by a pilot study and designed based on Kirkpatrick's evaluation model. Descriptive statistics was used to analyze the collected data through IBM SPSS Statistics 2.0.

Results: 73.6% of participants enjoyed PBL and found it motivating compared to TBL and classic lectures. PBL was reported as more effective for knowledge acquisition (50%), teamwork (62.3%), and high academic performance (58%).

Conclusion: It is concluded that PBL was more favored by the students regarding the learning outcomes. TBL was reported to need more individual preparation and effort and require lecturer involvement, suggesting the need for structured facilitation in this learning approach and potentially indicating the challenges associated with coordinating team-based activities.

Keywords: Active learning; Educational approaches; Knowledge acquisition; Motivation; PBL; TBL.

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Conflict of interest statement

The authors declare no competing interests.

Figures

Fig. 1
Fig. 1
Essential seven jumps/steps of problem-based learning (PBL) are applied at NU
Fig. 2
Fig. 2
Essential components of team-based learning (TBL) are applied at NU
See this image and copyright information in PMC

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