University Pre-Professional Program: A Transitional Phase from Didactic to PBL Pedagogy

Ismail Memon; Yazeed H Alrayani; Shahid Akhund; Zeeshan Feroz; Dileep Kumar Rohra; Abdulmohsen Alkushi; Azzam A Alrashid; Irfan Anjum

doi:10.2147/AMEP.S421180

University Pre-Professional Program: A Transitional Phase from Didactic to PBL Pedagogy

Adv Med Educ Pract. 2023 Nov 17:14:1299-1307. doi: 10.2147/AMEP.S421180. eCollection 2023.

Authors

Ismail Memon^{1

2

3}, Yazeed H Alrayani⁴, Shahid Akhund⁵, Zeeshan Feroz^{2

3}, Dileep Kumar Rohra⁶, Abdulmohsen Alkushi^{2

3}, Azzam A Alrashid⁴, Irfan Anjum⁷

Affiliations

¹ Human Body Structure and Function Department, Saba University, School of Medicine The Bottom Saba, Dutch Caribbean the Netherlands.
² Basic Sciences Department, College of Science and Health Professions, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.
³ King Abdullah International Medical Research Center, Riyadh, Saudi Arabia.
⁴ College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.
⁵ Anatomy and Medical Education Department, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia.
⁶ Pharmacology Department, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia.
⁷ Clinical Psychology, General Manchester Mental Health Foundation Trust, London, UK.

Abstract

Purpose: The College of Science and Health Professions offers the University Pre-Professional Program (UPPP) to newly enrolled students. This study aimed to evaluate the effectiveness of the program in preparing students to become self-directed learners and to seek students' perceptions about student-centered teaching.

Methods: A quantitative quasi-experimental study that used a pre and post-test survey in two stages, before and after semester-4. A self-developed questionnaire was distributed online.

Results: The t-test showed students (n=701) after semester-4 had a significant increase in the understanding of Problem-Based Learning (PBL) (t (699) = -8.27, p < 0.01), PBL dynamics (t (699) = -5.12, p < 0.01), learning and dynamics of Case-Based Learning (CBL) and Self-Directed Learning (SDL) (t (699) = -6.48, p < 0.01), and facilitators' role in such curriculum (t (699) = -3.41, p < 0.01). The ANOVA showed students attending various courses perceived the program variables differently (Learning in PBL p = 0.08, PBL dynamics p < 0.01, CBL and SDL dynamics p < 0.01, role of facilitator in PBL p < 0.01). Regarding the resources used by students during the basic medical sciences courses, no significant difference was observed between the study groups (p = 0.06). However, the only significant difference observed was in their satisfaction with the question related to assessment and course (p < 0.01).

Conclusion: The UPPP improved students' understanding of student-centered teaching and learning approaches, especially the PBL. Thus, UPPP helps students shift their learning habits from didactic to student-centered modern learning approaches. Variation among different students' groups could be attributed to their previous academic background and change in learning medium to English. This study suggests that preparatory teaching programs like UPPP are helpful for students interested in joining the bachelor's programs in countries like Saudi Arabia where English is not a native language.

Keywords: curriculum; didactic; student-centered learnings; university pre-professional program.

Grants and funding

The work was not supported by any funding agency.