Table 1. Students’ perception about PBL benefits at the College of Medicine, University of Bisha, Saudi Arabia.
| Statement | No. (%) of positive response 4 and/or 3 Likert scale | Mean ± SD of student response |
|---|---|---|
| Stimulating to learn basic science contents | 60 (89.6) | 3.313 ± 0.656 |
| Gathering of knowledge and information | 57 (85.1) | 3.254 ± 0.704 |
| Understanding general principle | 58 (86.6) | 3.164 ± 0.687 |
| Improving learning ability | 57 (85.1) | 3.105 ± 0.631 |
| Increasing personal satisfaction and enjoyment | 58 (86.6) | 3.224 ± 0.755 |
| Promoting level of motivation | 56 (83.6) | 3.134 ± 0.672 |
| Stimulating interest in the subject | 56 (83.6) | 3.179 ± 0.737 |
| Developing interpersonal relationship | 62 (92.5) | 3.343 ± 0.617 |
| Enhancing teamwork and working in small groups behavior | 60 (89.6) | 3.358 ± 0.753 |
| Developing of students and tutor interaction | 56 (83.6) | 3.328 ± 0.786 |
| Improvement of reasoning | 55 (82.1) | 3.209 ± 0.729 |
| Increasing curiosity and acquisition of attitude | 62 (92.5) | 3.254 ± 0.586 |
| Development independent of thinking | 59 (88.1) | 3.358 ± 0.690 |
| Preparation for clinical thinking | 55 (82.1) | 3.179 ± 0.796 |
| Learn different material resources | 54 (80.6) | 3.105 ± 0.819 |
| Overall value | 60 (89.6) | 3.254 ± 0.786 |
| Mean | 58 (86.3) | 3.253±0.682 |
| Maximum | 62 (92.5) | 4.0 |