Perception of Student-Facilitated Problem-Based Learning in Integrated Basic Medical Sciences: A Retrospective Qualitative Analysis of Academic Records

Background Problem-based learning (PBL) fosters critical thinking, problem solving and social skills Experienced faculty tutors for PBL are difficult to manage in resource-limited settings. This study aimed to assess the effectiveness and shortcomings of student-facilitated PBL in such a setting in Nepal. Methods Medical students of the MBBS first year and the second year carried out student-facilitated PBL modules in Karnali Academy of Health Science, Jumla during March and April of 2024. Our observational study adopted retrospective analysis using both quantitative and qualitative tools. This report presents the qualitative component including the analysis of the perceptions or experiences of the students and faculty. The data comprised of the presentation slides of the student teams during wrap-up seminars and notes taken during group discussions of the students and faculty members after the PBL modules. Reflexive thematic analysis of reports of subjective experience of students and faculty members were carried out and narrative accounts were prepared. Results Most of the students and faculty valued the student-facilitated PBL modules positively. More self-directed nature, in-depth study, hesitation-free discussions and development of problem-solving and leadership skills were among the perceived advantages of the PBL modules. Major challenges were related to inadequacy of the PBL process skills, team management and time management issues. Conclusions The student-facilitated PBL module was effective for acquiring content knowledge as well as problem solving and leadership skills. Both students and faculty members felt the need of further training to the students regarding the PBL process.