PT  - JOURNAL ARTICLE
AU  - Al-Drees, Abdulmajeed A.
AU  - Khalil, Mahmoud S.
AU  - Irshad, Mohammad
AU  - Abdulghani, Hamza M.
TI  - Students’ perception towards the problem based learning tutorial session in a system-based hybrid curriculum
AID  - 10.15537/smj.2015.3.10216
DP  - 2015 Mar 01
TA  - Saudi Medical Journal
PG  - 341--348
VI  - 36
IP  - 3
4099  - http://smj.org.sa/content/36/3/341.short
4100  - http://smj.org.sa/content/36/3/341.full
SO  - Saudi Med J2015 Mar 01; 36
AB  - Objectives: To evaluate students’ perception towards the problem based learning (PBL) session in a system-based hybrid curriculum.Methods: We conducted a cross-sectional study in the College of Medicine, King Saud University, Saudi Arabia at the end of the 2012-2013 academic year. The survey questionnaire was self-administered, and examined perceptions of PBL session benefits, appropriate running of sessions, and tutor’s roles.Results: Out of 510 students, 275 (53.9%) completed the questionnaire. Most of the students reported that PBL sessions were helpful in understanding basic sciences concepts (p=0.04). In addition, they agreed that PBL sessions increased their knowledge of basic sciences (p=0.01). Most students reported that PBL sessions encouraged self-directed learning, collaborative learning, and improved decision making skills. However, 54.5% of students reported lack of proper training before starting the PBL sessions, and only 25.1% of students agreed that the teaching staff are well prepared to run the sessions. Most students used the internet (93.1%), lecture notes (76.7%), and books (64.4%) as learning resources. Most students reported repetition of topics between PBL sessions and lectures (p=0.07).Conclusion: The study highlighted the significant role of PBL in a system-based hybrid curriculum and helped students improve their knowledge and different learning skills. Students and staff training is required before the utilizing the PBL as an instructional method.