Table 1:
Perception of students about problem-based learning sessions.
| Statements on PBL sessions | SA and A n (%) | Undecided n (%) | D and SD n (%) | p-value |
|---|---|---|---|---|
| PBL sessions are intersting | 63 (66.3) | 19 (20.0) | 13 (13.7) | p<0.001 |
| Attending PBL sessions are stressful | 37 (38.9) | 29 (30.5) | 29 (30.5) | p<0.05 |
| All students in PBL group participate in discussion | 46 (48.4) | 28 (29.5) | 21 (22.1) | p<0.01 |
| Some triggers are difficult | 64 (67.4) | 18 (18.9) | 13 (13.7) | p<0.001 |
| Some students work harder to prepare them than others to participate in PBL discussion | 78 (82.1) | 14 (14.7) | 3 (3.2) | p<0.001 |
| PBL sessions beneficial in achieving learning objectives | 73 (76.8) | 20 (21.1) | 2 (2.1) | p<0.001 |
| PBL allows in-depth understanding of the topics | 70 (73.7) | 20 (21.1) | 5 (5.3) | p<0.001 |
| PBL helps to link basic sciences knowledge to clinical appraisal skills (responses of 4th & 5th year student only) | 43 (70.5) | 14 (23.0) | 4 (6.6) | p<0.001 |
| PBL provides group interaction skills | 74 (77.9) | 13 (13.7) | 8 (8.4) | p<0.001 |
| Enough learning resources are available for PBL sessions | 38 (40.0) | 32 (33.7) | 25 (26.3) | p<0.05 |
| Utiliza learning resources available for PBL | 69 (72.6) | 16 (16.8) | 10 (10.5) | p<0.001 |
| Time allotted for each of the PBL session is enough | 63 (66.3) | 26 (27.4) | 6 (6.3) | p<0.001 |
| Tutors effectively facilitated the PBL sessions | 40 (42.1) | 38 (40.0) | 17 (17.9) | p<0.01 |
SA = Strongly agree, A = Agree, D = Disagree and SD = Strongly disagree