Perception of Benefits and Outcomes of Problem-Based Learning among Pre-Clinical Phase Medical Students – A Cross-sectional Study at MAHSA University, Malaysia

Background Problem-Based Learning (PBL) is a student-centered teaching method frequently employed in medical education to promote self-directed learning, critical thinking, and problem-solving abilities. Students' perspectives of the advantages, execution, and problems differ across institutions. The purpose of this study was to assess pre-clinical medical students' perspectives on the advantages, results, appropriateness, and obstacles of PBL, as well as their attitudes towards facilitator performance, at a private medical university in Malaysia. Methods: During the academic year 2023–2024, a cross-sectional survey was done among MBBS students in Years 1 and 2. Implementing convenience sampling, 185 students completed a standardised, pretested questionnaire administered online. The tool used 5-point Likert scales and dichotomous responses to measure perceived PBL advantages, session appropriateness, facilitator effectiveness, and difficulties. SPSS version 29 was used for data analysis, which included descriptive statistics, independent t-tests, ANOVA, and Chi-square tests. Results: Students expressed a significantly positive attitude towards PBL. The majority believed that PBL was good for expanding core knowledge (88.1%), improving problem-solving abilities (85.4%), and encouraging self-directed learning (82.7%). Over 90% of respondents said that facilitators helped them achieve their learning objectives, created positive group dynamics, and encouraged conversations with clinical significance. Students did, however, express obstacles, with 92.4% indicating that PBL preparation was time-consuming. Over half (57.3%) said PBL was only effective for specific courses, and 47.6% reported that introverted pupils found it difficult to fully participate. Year 1 students were more likely to see PBL as a substitute for lectures (p = .048), but female students were more likely to see PBL as encouraging self-directed learning (p = .032). Conclusion: Pre-clinical students significantly preferred PBL for its improvements to basic cognitive abilities and collaborative skills, and facilitators received favourable feedback well. Key problems addressed were pupils' inconsistent dedication, incorrect topic selection, and the need for suitable strategies to aid quieter children. Addressing issues like as high time commitment and uneven participation is critical for improving the efficacy of PBL in medical education.