Processes Correction of Hybrid Problem-Based Learning Tutorial Sessions

Background:Globally, many variants of problem-based learning are operational in medical colleges. The hybrid variant of problem-based learning (PBL) is a difficult venture and needs special consideration. As a part of self-assessment process, medical schools need to have mechanisms in place to enable “Independent learning and self-directed promise” of PBL philosophy. This study gathered students’ perceptions on PBL tutorials sessions to course correct any deviations in hybrid PBL implementation.

Method:Using a pre-validated questionnaire, this cross-sectional study conducted from February 2019 to March 2019, collected students’ feedback on their experience with the processes of the PBL in College of Medicine at Jouf University. Students’ responded to the questionnaire on a five-point Likert scale. For simplicity, the responses were grouped “agree”, “neutral”, and “disagree.” Chi-square test assessed variation between groups.

Results:Forty-three students’ returned the fully completed questionnaire: 23 (53.48%) were females and 20 (46.5%) were males. Interactive learning component of PBL received higher rating (65.1%): a significantly (p < 0.01) higher degree of agreement by the female students. Opinion on content similarity between PBL and lectures was shared equally (50%) by female and male students. The students were skeptical about the fairness in tutors’ evaluation of students in PBL sessions, however, more male students were satisfied (p<0.01) compared to female students.

Conclusions:The study concludes existence of similarity of contents between lectures and PBL sessions. Tutors’ attitudes and tutor’s fairness in evaluation of students’ PBL sessions is a concern. Limiting the number of supporting lectures, training students and tutors in PBL processes are studys’ suggestions for successful implementation of hybrid PBL strategy.