Implementing of a problem-based learning strategy in a Saudi medical school: requisites and challenges

• Published in: International journal of medical education 2018-03, Vol.9, p.83-85
• Main Authors: Ibrahim, Mutasim, Al-Shahrani, Abdullah
• Format: Article
• Language: English
• Subjects: Core curriculum; Education, Medical - methods; Education, Medical - organization & administration; Education, Medical - standards; Educational Change; Educational Measurement - methods; Educational Measurement - standards; Educational Objectives; Educational Planning; Educational Strategies; Faculty Development; Health education; Humans; Independent study; Learning Strategies; Outcomes of Education; Problem based learning; Problem-Based Learning - methods; Problem-Based Learning - organization & administration; Problem-Based Learning - standards; Saudi Arabia; Schools, Medical - organization & administration; Science; Skills; Students; Students, Medical; Teaching; Teaching methods; Tutoring
• ISSN: 2042-6372; 2042-6372
• DOI: 10.5116/ijme.5aae.2db8

Correspondence: Mutasim E. Ibrahim, College of Medicine, University of Bisha, Saudi Arabia E-mail: [e-mail] Accepted: March 18, 2018 Introduction Due to the current changes in healthcare realities and the continuing expansion of knowledge, there is an increasing demand for cognitive and problem-solving abilities to recognize patient and society's needs.1,2 The health needs might be accomplished by making changes in traditional learning strategies to a more student-centered approach and utilizing flexible educational strategies as well as problem-based learning (PBL).2 The educational goals of PBL allow students to integrate basic science knowledge into the solution of clinical problems and ultimately serve better the future patient.3,4 In this article, we explore our experience in implementation of a hybrid PBL curriculum at the University of Bisha, College of Medicine (UBCOM), Saudi Arabia. Current status of medical education The call for reform of medical curricula in Saudi Arabia took place in 2000, based on current trends in education to meet the requirements of global medical education standards and accreditation.5 The goals of these requirements were to emphasize the meaning and understanding of concepts and principles; integrate the teaching of different disciplines in basic sciences, provide early clinical exposure; and enhance clinical skills learning.6 In light of these demands, Saudi's medical schools have undertaken significant steps to update their medical education systems.6 However, with changes in clinical practice and social demands, there is a need to move towards an innovative and integrated student-centered curricula.7 PBL is an educational approach designed to achieve these diverse goals.8 In Saudi Arabia, PBL was first adopted by Qassim medical school in 2001, followed by several medical colleges making efforts to explore their own curricula.6 UBCOM was established in 2014 with the underlying principle of contributing to development of health status in Saudi Arabia. Issues and challenges Students who joined UBCOM were taught in traditional teacher-directed classrooms during high school and first year that may affect their contribution and performance in the PBL during Phase I. It has been found that the beginning of the PBL process in medical school is the most challenging phase because there were weak group dynamics and no 'spoon-feeding' from lecturers.9 This emphasizes the importance of orientation and training workshop