Perceptions of Undergraduate Medical Students on Group Effectiveness in Problem-Based Learning (PBL) at Qassim University

Background and objective Group effectiveness in problem-based learning (PBL) plays a vital role in achieving learning outcomes; however, limited research has examined how students perceive this effectiveness, particularly in the Saudi educational context. This study aimed to explore undergraduate medical students' perceptions of group effectiveness in PBL. Methods A cross-sectional survey was conducted among medical students using a validated questionnaire with a 5-point Likert scale. Descriptive statistics were used to analyze frequency and mean responses. Inferential analyses, including ANOVA and Tukey's honestly significant difference post hoc tests, were performed to examine the impact of gender and academic level on perceptions. Results The majority of students reported positive perceptions of group effectiveness. Within the process construct, 125 (58.7%) preferred group learning over working alone, although concerns about time efficiency were noted. Within the content construct, 166 (77.7%) of students agreed that group work enhanced tolerance, collaboration, and peer learning. ANOVA revealed statistically significant differences by gender and academic level in both constructs (p < 0.05), with third-year students reporting more favorable perceptions than first-year students. Conclusions Students generally perceived PBL group work as effective, particularly in fostering collaborative skills, tolerance, and peer learning. However, concerns about time investment and participation dynamics remain.