Abstract
Background: Problem-based learning (PBL) is a method by which students solve clinical scenarios in a small group discussion. The aim of this study was to assess the implementation of PBL in Saudi Universities.
Methods: This is a cross-sectional study including 151 participants from 16 universities. A questionnaire was distributed to the faculty members through e-mail messages. The questionnaire consisted of 35 questions with 5-point Likert scale arranged in three subscales.
Results: The total mean of PBL implementation score was 2.5 (SI) =0.39). The scores of the three PBL implementation subscales showed marked variance, with the average score of the subscale "overall PBL experience in my college" being the most highly affected, with an average score of (3.07, SD =0.72), followed by "implementation of PBL model" (2.36, SD =0.47). The least affected subscale was "preparation for PIM, implementation" (2.13, SD =0.67).
Conclusion: Relatively moderate level of PBL implementation was observed in Saudi Arabia. However, we suggest that more courses should be introduced in order to improve the skills of faculty members and provide a strong infrastructure to implement PBL model in Saudi medical colleges.