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: (14 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.
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2025/08/15 | Accepted: 2025/12/11
Received: 2025/08/15 | Accepted: 2025/12/11
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