Tue, Nov 10, 2026
[Archive]
Volume 19, Issue 1 (2026)
J Med Edu Dev 2026, 19(1): 83-91 |
Back to browse issues page
Ethics code: A-12-2152-2
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Sahu P K, Jurawan M, Ramdeen K, Seeram A, Dookie B, Gould M. Medical students' perceptions of the impact of problem-based learning on critical thinking and collaborative learning. , J Med Edu Dev. 2026; 19 (1) :83-91
URL: http://edujournal.zums.ac.ir/article-1-2568-en.html
URL: http://edujournal.zums.ac.ir/article-1-2568-en.html
Pradeep Kumar Sahu *1 
, Maya Jurawan2 , Kristin Ramdeen3 , Aimee Seeram3 , Britney Dookie3 , Mya Gould3
, Maya Jurawan2 , Kristin Ramdeen3 , Aimee Seeram3 , Britney Dookie3 , Mya Gould3
1- The University of the West Indies , Pradeep.sahu@sta.uwi.edu
2- The University of the West Indies
3- Department of Paraclinical Sciences, Faculty of Medical Sciences, The University of the West Indies, St. Augustine, Trinidad and Tobago
2- The University of the West Indies
3- Department of Paraclinical Sciences, Faculty of Medical Sciences, The University of the West Indies, St. Augustine, Trinidad and Tobago
Abstract: (903 Views)
Background & Objective: Over the past few decades, researchers and teachers have focused more on the role of Problem-Based Learning (PBL) in improving critical thinking and encouraging collaborative learning in medical education. This study looks at medical students' views of PBL's impact on critical thinking and collaborative learning based on age, gender and year of study.
Materials & Methods: A descriptive cross-sectional study was done among 269 MBBS students (years 1–3) at the University of the West Indies, St. Augustine, using convenience sampling. Data were collected using a validated questionnaire, created through expert review and pilot testing, which included demographic items and a 5-point Likert scale measuring views of PBL's impact on critical thinking and collaborative learning. Data analysis involved descriptive statistics and inferential tests (t-tests, ANOVA, Post-hoc Tukey) using IBM SPSS.
Results: Participants were mostly second-year students (42.01%), with a majority being female (70.26%). Most students (84%) agreed that PBL creates curiosity and encourages exploration of different solutions, while 84.4% agreed on PBL's role in developing interpersonal skills. Age strongly affected views of critical thinking (p = 0.003), with younger students reporting less positive views. First-year and second-year students also differed strongly in their views of critical thinking (p = 0.002). However, gender had no big impact. For collaborative learning, no big differences were found across age, gender, or year of study.
Conclusion: Students generally expressed positive views of PBL, recognizing its meaningful contribution to critical thinking and collaborative learning. These findings stress the importance of adjusting PBL approaches to consider students' age and academic progress, which could further improve their development of these key skills.
Materials & Methods: A descriptive cross-sectional study was done among 269 MBBS students (years 1–3) at the University of the West Indies, St. Augustine, using convenience sampling. Data were collected using a validated questionnaire, created through expert review and pilot testing, which included demographic items and a 5-point Likert scale measuring views of PBL's impact on critical thinking and collaborative learning. Data analysis involved descriptive statistics and inferential tests (t-tests, ANOVA, Post-hoc Tukey) using IBM SPSS.
Results: Participants were mostly second-year students (42.01%), with a majority being female (70.26%). Most students (84%) agreed that PBL creates curiosity and encourages exploration of different solutions, while 84.4% agreed on PBL's role in developing interpersonal skills. Age strongly affected views of critical thinking (p = 0.003), with younger students reporting less positive views. First-year and second-year students also differed strongly in their views of critical thinking (p = 0.002). However, gender had no big impact. For collaborative learning, no big differences were found across age, gender, or year of study.
Conclusion: Students generally expressed positive views of PBL, recognizing its meaningful contribution to critical thinking and collaborative learning. These findings stress the importance of adjusting PBL approaches to consider students' age and academic progress, which could further improve their development of these key skills.
Editorial: Original Research |
Subject:
Medical Education
Received: 2025/08/15 | Accepted: 2025/12/11 | Published: 2026/01/1
Received: 2025/08/15 | Accepted: 2025/12/11 | Published: 2026/01/1
References
1. Chang BJ. Problem-based learning in medical school: a student's perspective. Ann Med Surg (Lond). 2016;12:88-9. [DOI:10.1016/j.amsu.2016.11.011] [PMID] [PMCID]
2. Sayyah M, Shirbandi K, Saki-Malehi A, Rahim F. Use of a problem-based learning teaching model for undergraduate medical and nursing education: a systematic review and meta-analysis. Adv Med Educ Pract. 2017;8:691-700. [DOI:10.2147/AMEP.S143694] [PMID] [PMCID]
3. Ghani AA, Rahim AA, Yusoff MB, Hadie SH. Effective learning behavior in problem-based learning: a scoping review. Med Sci Educ. 2021;31(3):1199-211. [DOI:10.1007/s40670-021-01292-0] [PMID] [PMCID]
4. Cronje F, Enslin C. Fostering students' confidence in collaborating in transdisciplinary online problem-based learning projects: practical guidelines for educators. Discov Educ. 2024;3(1):266. [DOI:10.1007/s44217-024-00369-3]
5. Alexander ES, White AA, Varol A, Appel K, Lieneck C. Team- and problem-based learning in health services: a systematic literature review of recent initiatives in the United States. Educ Sci. 2024;14(5):515. [DOI:10.3390/educsci14050515]
6. Hidayatullah, Setiawan B. Empowering students' collaborative skills sustainability by utilizing problem-based learning as an instructional strategy in online learning. Cogent Educ. 2024;11(1):2362006. [DOI:10.1080/2331186X.2024.2362006]
7. Hidayati N, Zubaidah S, Amnah S. The PBL vs. digital mind maps integrated PBL: choosing between the two with a view to enhance learners' critical thinking. Participatory Educational Research. 2022;9(3):330-43 [DOI:10.17275/per.22.69.9.3]
8. Anggraeni D, Binar K, Suprapto N, Shofiyah N, Jatmiko B. Systematic review of problem based learning research in fostering critical thinking skills. Think Skills Creat. 2023;49:101334. [DOI:10.1016/j.tsc.2023.101334]
9. Lim WK. Problem based learning in medical education: handling objections and sustainable implementation. Adv Med Educ Pract. 2023;14:1453-60. [DOI:10.2147/AMEP.S444566] [PMID] [PMCID]
10. Mylonas CC, Lazari EC, Menti A, Manou E, Kavantzas N, Lazaris AC, et al. Preclinical medical education: pathology through the eyes of experiential and integrated learning. Discov Educ. 2024;3(1):273. [DOI:10.1007/s44217-024-00379-1]
11. Yu L, Zin ZM. The critical thinking-oriented adaptations of problem-based learning models: a systematic review. Front Educ. 2023;8:1139987. [DOI:10.3389/feduc.2023.1139987]
12. Zhou F, Sang A, Zhou Q, Wang QQ, Fan Y, Ma S. The impact of an integrated PBL curriculum on clinical thinking in undergraduate medical students prior to clinical practice. BMC Med Educ. 2023;23(1):460. [DOI:10.1186/s12909-023-04450-7] [PMID] [PMCID]
13. Wei B, Wang H, Li F, Long Y, Zhang Q, Liu H, et al. Effectiveness of problem-based learning on development of nursing students' critical thinking skills: a systematic review and meta-analysis. Nurse Educ. 2024;49(3):E115-9. [DOI:10.1097/NNE.0000000000001548] [PMID]
14. Sahu P, Quashie J, Ragbir P, Quamina C, Rajkumar A, Primus J, et al. Health profession students' perspective on interprofessional education in Trinidad and Tobago: a cross-sectional study. J Med Educ Dev. 2024;17(54):58-68. [DOI:10.61186/edcj.17.54.58]
15. Sahu PK, Nayak S, Rodrigues V. Medical students' perceptions of small group teaching effectiveness in hybrid curriculum. J Educ Health Promot. 2018;7:30. [DOI:10.4103/jehp.jehp_71_17] [PMID] [PMCID]
16. Ibrahim ME, Al-Shahrani AM, Abdalla ME, Abubaker IM, Mohamed ME. The effectiveness of problem-based learning in acquisition of knowledge, soft skills during basic and preclinical sciences: medical students' points of view. Acta Inform Med. 2018;26(2):119-24. [DOI:10.5455/aim.2018.26.119-124]
17. Allert C, Dellkvist H, Hjelm M, Andersson EK. Nursing students' experiences of applying problem-based learning to train the core competence teamwork and collaboration: an interview study. Nurs Open. 2022;9(1):569-77. [DOI:10.1002/nop2.1098] [PMID] [PMCID]
18. Manuaba IP, No Y, Wu CC. The effectiveness of problem-based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: a meta-analysis. PLoS One. 2022;17(11):e0277339. [DOI:10.1371/journal.pone.0277339] [PMID]
19. Liu Y, Pásztor A. Effects of problem-based learning instructional intervention on critical thinking in higher education: a meta-analysis. Think Skills Creat. 2022;45:101069. [DOI:10.1016/j.tsc.2022.101069]
20. Thompson CC. Advancing critical thinking through learning issues in problem-based learning. Med Sci Educ. 2018;29(1):149-56. [DOI:10.1007/s40670-018-00649-2] [PMID] [PMCID]
21. Trullàs JC, Blay C, Sarri E, Pujol R. Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review. BMC Med Educ. 2022;22(1):104. [DOI:10.1186/s12909-022-03154-8] [PMID] [PMCID]
22. Surif J, Ibrahim NH, Mokhtar M. Implementation of problem-based learning in higher education institutions and its impact on students' learning. In: PBL Across Cultures [Internet]. 2013 [cited 2025 Dec 9]. p. 66. Available from: https://scholar.google.com/scholar?cluster=3887775496971081311&hl=en&oi=scholarr
23. Al-Drees AA, Khalil MS, Irshad M, Abdulghani HM. Students' perception towards the problem-based learning tutorial session in a system-based hybrid curriculum. Saudi Med J. 2015;36(3):341-8. [DOI:10.15537/smj.2015.3.10216] [PMID] [PMCID]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
