Problem-Based Learning in a Resource-Limited Setting: Critical Thinking, Interpersonal Communication, and Satisfaction Among First-Year Medical Students in Ghana.
Jul 2026· Teaching and learning in medicine· pp.
1-9
· 0 citations· 30 references
Medicine
TL;DR
There is a need for better scaffolding, intentional communication skills intervention, and gender-sensitive approaches in PBL, as no significant changes in self-reported critical thinking or perceived competence in interpersonal communication are found.
Abstract
Background: Problem-based learning (PBL) is globally accepted for promoting critical thinking and interpersonal communication skills, yet evidence among first-year medical students in resource-constrained settings remains limited. The current study assessed the effects of an eight-month PBL exposure on first-year medical students' self-reported critical thinking, perceived interpersonal communication competence, and satisfaction with PBL in Ghana. Methods: We employed a pretest-posttest design. Students completed the Critical Thinking Questionnaire and the Interpersonal Communication Competence Scale at baseline and follow-up and a locally-developed post-PBL satisfaction survey. The questionnaires were administered through Google form. We analyzed data using standard statistical software (SPSS version 26.0) and non-parametric tests, where normality assumptions were not met. We conducted the study between April and May 2025. Results: Out of 110 participating students, 88.1% (n = 97) and 84.5% (n = 93) completed critical thinking communication assessments at pretest and posttest, respectively. All participants completed the satisfaction survey. Critical thinking scores did not change from pre- to post-test. Interpersonal communication competence also remained stable, except for perceived supportiveness, which declined significantly (Z = -2.16, p = .031, r = .22). The majority of participants (n = 80, 72.8%) reported being satisfied or very satisfied with PBL, with male students reportedly being more satisfied than female students (χ2 (1, N = 110) = 7.06, p = .008)). Discussion: Whereas first-year medical students in this setting (particularly males) were generally satisfied with PBL, we found no significant changes in self-reported critical thinking or perceived competence in interpersonal communication, except for a significant decrease in perceived supportiveness of others. The findings suggest a need for better scaffolding, intentional communication skills intervention, and gender-sensitive approaches in PBL.
Problem-Based Learning (PBL) is widely employed to strengthen students’ critical thinking; however, empirical research on its integration with Vidumath media in elementary mathematics education remains limited. This study aimed to examine the effect of Vidumath-assisted PBL on the critical thinking skills of fourth-grade elementary school students. A quantitative quasi-experimental approach with a nonequivalent control group design was employed, involving 51 fourth-grade students from SD Negeri Klepu 01 and SD Negeri Klepu 02 who were selected using a non-random sampling approach. The experimental group comprised 26 students, while the control group consisted of 25 students. Data were collected through critical thinking tests, observation sheets, and questionnaires and analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, and an independent-samples t test. The findings indicate that students taught through Vidumath-assisted PBL demonstrated significantly higher critical thinking skills than those who received conventional instruction. The experimental group achieved a mean post-test score of 81.38, compared with 68.60 in the control group, with the difference being statistically significant (p < .001). These findings confirm that integrating PBL with Vidumath media can facilitate active, meaningful, and student-centered mathematics learning while strengthening students’ higher-order thinking skills. The study contributes to constructivist learning research by providing empirical evidence of the effectiveness of combining problem-based instruction with digital learning media in elementary mathematics education. Practically, the findings provide a reference for elementary school teachers seeking to implement innovative instructional strategies to enhance students’ critical thinking skills. Further research should examine the implementation of Vidumath-assisted PBL across different educational levels, subject areas, and learning contexts.
Students’ relatively low level of critical thinking skills regarding environmental change underscores the need for a learning approach that meaningfully integrates scientific concepts with real-life issues. The purpose of this study was to determine how well a Problem-Based Learning (PBL) model combined with Socio-Scientific Issues (SSI) may help students develop their critical thinking abilities with reference to environmental change. A total of 23 tenth-grade students from a private high school in the Medan Tembung subdistrict participated in this study, which used a quasi-experimental design with a one-group pretest-posttest method. The SSI-based PBL intervention involved collaborative, real-world environmental problem-solving, encompassing investigation, evidence analysis, solution presentation, and reflection. The research instrument consisted of an essay test that had passed validity and reliability tests. The N-gain test, paired-sample t-test, and effect size were used to examine the data. With an N-gain value of 86%, classified as "effective" supported by the paired-sample t-test, which showed a significant difference between pre-test and post-test scores (p < 0.001) and a Cohen's d value of 7.333, classified as a "very large" effect, the results show that students' critical thinking abilities improved across all indicators. These results show that through problem-solving exercises, evidence-based reasoning, and environmental reflection, the SSI-based PBL model effectively develops students' critical thinking abilities. However, the results of this study are still limited to a single school with a relatively small sample size and no control group; therefore, future research is recommended to use a broader sample and a stronger experimental design.
Dinda Riris Wulandari, Ummi Nur Afinni Dwi jayanti· Assimilation: Indonesian Jou...· 0 citations
This study aimed to develop and evaluate a Problem-Based Learning (PBL)-based science e-module integrating the local wisdom of Ledre to foster junior high school students' critical thinking skills on the topic of food additives. The study employed a Research and Development (R&D) approach using the 4D model consisting of the Define, Design, Develop, and Disseminate stages. The developed product was evaluated in terms of its validity, practicality, and effectiveness. Product validity was assessed by subject-matter experts, instructional media experts, and science education practitioners using Aiken's V. Practicality was evaluated through learning implementation observations, teacher and student response questionnaires, and readability analysis. Effectiveness was determined using a one-group pretest-posttest design involving 64 eighth-grade students from two classes receiving the same instructional treatment. Students' critical thinking skills were analyzed using the Normalized Gain (N-Gain) and the Wilcoxon Signed-Rank Test. The developed science e-module achieved an average Aiken's V coefficient of 0.93, indicating high validity, while the assessment instrument demonstrated good reliability (Cronbach's Alpha = 0.815). Practicality evaluation showed highly positive implementation and user responses, indicating that the e-module was feasible for classroom application. Students' critical thinking skills improved from a mean pretest score of 43.55 to a mean posttest score of 83.73, with an average N-Gain score of 0.6965 (moderate category). The Wilcoxon Signed-Rank Test confirmed a statistically significant improvement (p < 0.001), accompanied by a very large effect size (r = 0.87). These findings demonstrate that integrating Ledre local wisdom into the Problem-Based Learning framework provides an effective digital learning resource for fostering contextual science learning and enhancing junior high school students' critical thinking skills.
Nofal Binti Ali Mahfud, S. Indana, Isnawati· JPI: Jurnal Pustaka Indonesi...· 0 citations
The paper investigates the impact of various active learning strategies on college students' critical thinking and writing skills within the context of a Purposive Communication course. The study addresses the significant global concern that students entering higher education are inadequately prepared with essential critical thinking skills. The main objective was to determine the effectiveness of active learning strategies to enhance the critical thinking and writing skills of college students. The research employed a factorial experimental design. Students were divided into three different treatment groups, each utilizing a unique combination of active learning strategies: gamification paired with concept mapping, gamification paired with one-minute papers, and gamification paired with reflection papers. Critical thinking ability was measured using the Critical Thinking Questionnaire (CThQ) by Kobylarek et al. (2022). A content test on Purposive Communication was also administered. The tests were conducted both before (pretest) and after (posttest) the interventions. The findings showed that all combinations of the active learning strategies (Gamification paired with concept mapping, one-minute papers, or reflection papers) resulted in statistically significant improvements when comparing the students' pretest and posttest scores on critical thinking. The study concludes that the integration of interactive and reflective activities successfully transforms the classroom into an environment that promotes active knowledge construction
Marvin A. Ciriaco, E. R. G. Nachon· International journal of res...· 0 citations
Critical thinking is an essential competency in 21st-century science learning. Problem-Based Learning (PBL), supported by interactive digital media such as Genially, can provide opportunities for students to engage with contextual problems, investigate information, discuss alternatives, and evaluate solutions. This study aimed to evaluate the implementation of Genially-assisted PBL in temperature and heat learning and to describe students’ critical thinking profiles based on five Ennis indicators. A sequential explanatory mixed-methods design was employed, with descriptive quantitative data as the primary strand and semi-structured interviews as supporting qualitative data. The participants were 30 seventh-grade students at SMP Muhammadiyah Batudaa, comprising 16 students in the PBL–Genially class (VII-A) and 14 students in the regular class (VII-B). Data were collected using a 10-item essay test administered as a pretest and posttest and a 25-question semi-structured interview. The intervention was conducted over three meetings, each lasting 2 × 40 minutes. Quantitative data were analyzed descriptively, while interview data were analyzed thematically and integrated with test results through triangulation. The mean critical thinking score in the PBL–Genially class increased from 4.50 to 22.93, whereas the regular class increased from 2.35 to 8.28. Interview findings indicated that students benefited from visual and interactive learning experiences but still struggled to provide evidence-based explanations, draw conclusions, connect concepts with scientific mechanisms, and select appropriate problem-solving strategies. The findings suggest that Genially-assisted PBL can support critical thinking development when accompanied by systematic scaffolding, guided questioning, argumentation practice, and feedback. These results highlight the importance of structured instructional support during implementation.
Unknown authors· Journal of Teacher Training...· 0 citations
BACKGROUND
Problem-based learning (PBL) is a student-centered innovative instructional approach in which students define their learning objectives using triggers from predefined problems in case scenarios. The PBL approach in medicine emphasizes real-world problem-solving and develops students' capacity for clinical reasoning. It also contributes to the development of interpersonal and communication skills, promotes self-directed learning (SDL), improves the motivation and enthusiasm of students for their profession and maintains professional ethics and behavior. This study aims to explore the perceptions of undergraduate medical students in a medical college in Nepal toward the PBL tutorial incorporated into the curriculum of Kathmandu University (KU).
METHODS
A mixed-methods cross-sectional study was conducted at the Nepal Manipal College of Medical Sciences, Pokhara, Nepal. Qualitative data were gathered through face-to-face semi structured interviews with 12 preclinical undergraduate medical students (six from first and six from second year) selected via convenience sampling. Quantitative data were collected through an online survey of 200 first- and second-year students. Thematic analysis was used for qualitative data whereas Statistical Package for Social Sciences (SPSS) version 20 for quantitative data.
RESULTS
Three themes were identified via thematic analysis: effective learning, the role of tutors, and learning resources. There were 120 students who responded to the online survey with a response rate of 60%. Male students comprised 53.3% of the respondents. Most students agreed that PBL sessions enhanced collaborative learning (n=93, 77.5%) and decision-making skills (n=80, 66.7%).
CONCLUSIONS
Students reported that PBL enhanced their clinical reasoning skills, interpersonal communication skills, decision-making skills and promoted SDL. The findings also highlighted the need for updated case scenarios and proper tutor training, which are essential for successful PBL sessions.
Sushma Thapa, A. Atreya, R. Rajbanshi et al.· Journal of Nepal Health Rese...· 0 citations
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