Interactive visual learning in problem-based sessions for preclinical medical students, enhancing engagement, learning, communication, and professional attitude

Objective Traditional presentation-based Problem-Based Learning (PBL) reconvening sessions can result in passive participation and fragmented knowledge acquisition. The current study aimed to evaluate the impact of incorporating interactive board drawing, sketching and concept mapping during PBL reconvening sessions on third-year medical students' engagement, learning, critical thinking, communication, and professional skills besides overall satisfaction. Methods Forty third-year medical students participated in a year-long intervention across successive courses in 2024–2025. Use of visual tools in the form of drawing, sketching and concept mapping were used during the reconvening PBL sessions. A structured, validated questionnaire assessed students' perception across four domains. Statistical analyses included reliability testing, descriptive analysis, and Spearman's correlation. Results Students strongly agreed that the approach enhanced knowledge integration, critical thinking, teamwork, and exam preparation. Significant correlations (p < 0.001) were observed between the perceived interest of sessions and critical thinking, knowledge retention and professional readiness. Conclusion Incorporating interactive visual learning tools, including board drawing and concept mapping, into PBL reconvening sessions was reported by students to significantly enhance 'students' engagement, learning, and professional readiness. This approach offers a feasible enhancement to traditional PBL pedagogy.