Table 2.

Clerkship students evaluating the problem based learning process, University of Botswana, October to November 2015

‘Seven-jump’ PBL procedure	Median (IQR)
The PBL case scenario provides open-ended problems that stimulate inquiry, not a single problem with a well-defined solution.	4 (3-4)
Students identified and clarified unfamiliar terms presented in the scenario; scribe listed those that remained unexplained after discussion.	4 (2-4)
Students defined the problem (s) be discussed; students had different views on the issues, but all were considered; scribe recorded a list of agreed problems	4 (2-4)
Students brainstormed to discuss the problem(s), they suggested possible explanations on basis of prior knowledge, and they drew on each other’s knowledge and identified areas of incomplete knowledge	3 (2-4)
Students reviewed the definition of the problem, the brainstorming and arranged explanations into tentative solutions; scribe organized the explanations and restructured if necessary	3 (2-4)
Students formulated learning objectives and the group reached a consensus on the learning objectives	4 (2-5)
All students contributed to the discussion, regardless of the learning objectives assigned to individuals	4 (4-5)

IQR: interquartile range. Scale: 1= strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, 5 = strongly agree