Table 2. Effectiveness of PBL approach on acquisition of knowledge and soft skills during Phase I and Phase II from medical students’ points of view.

Statement	Students perception score 1-4 Likert scale (Means ± SD)			Mean differences	95% Confidence Interval of the Difference	P value
	Overall students in Phase 1 and II	Year 2 students (Phase I)	Year 3 students (Phase II)
Knowledge and learning process
Fulfil educational objectives of the subject	3.19 ± 0.58	3.179±0.670	3.205 ± 0.522	0.027	-0.264–0.317	0.175
Understanding content knowledge of the subject	3.25 ± 0.63	3.179±0.612	3.308 ± 0.655	0.129	-0.186–0.444	0.250
Encouraging to learn in context	3.20 ± 0.73	3.250±0.752	3.179 ± 0.720	-0.071	-0.433–0.292	0.366
Enhancing retention of knowledge	3.27 ± 0.69	3.250±0.799	3.282 ± 0.605	0.032	-0.310–0.374	0.177
Participation in learning process	3.44 ± 0.63	3.357±0.488	3.512 ± 0.683	0.156	-0.146–0.457	0.110
Making the topic more interesting and fun learning	3.25 ± 0.80	3.214±0.787	3.282 ± 0.825	0.068	-0.333–0.468	0.797
Overall mean score	3.27 ± 0.46	3.200 ± 0.400	3.300 ± 0.500	-	-	0.768
Development of soft skills Developing of higher thinking skill of the subject	3.46 ± 0.68	3.393±0.629	3.513 ± 0.721	0.120	-0.218–0.458	0.434
Promoting of reasoning skill of the subject	3.22 ± 0.62	3.286±0.600	3.190 ± 0.644	-0.106	-0.416–0.203	0.952
Simulating of self-directed learning on the subject	3.28 ± 0.75	3.250±0.701	3.308 ± 0.800	0.058	-0.318–0.434	0.385
Promoting of problem solving skills	3.46 ± 0.61	3.321±0.612	3.564 ± 0.598	0.243	-0.056–0.541	0.960
Developing of communication skill	3.48 ± 0.59	3.500±0.509	3.461 ± 0.643	-0.038	-0.331–0.254	0.110
Encouraging collaboration in small groups	3.15 ± 0.74	3.036±1.036	3.000 ± 0.688	-0.036	-0.630–0.132	0.047
Overall mean score	3.32 ± 0.45	3.300 ± 0.400	3.300 ± 0.500	-	-	0.297