Saleh Aal Damegh.
Comparison of an integrated problem-based learning curriculum with the traditional discipline-based curriculum in KSA.
J Coll Physicians Surg Pak Jan ;15(10):605-8.

Objective: To compare the integrated problem-based learning (PBL) curriculum of the third year medical students of KSU at the Al-Qaseem campus with the traditional discipline-based teaching curriculum of students of Riyadh campus. Design: A comparative cross-sectional study. Place and Duration of Study: Al-Qaseem and campuses of King Saud University (KSU). A structured questionnaire was used for comparing the students of third year at both campuses of KSU. The student`s learning behaviours and their liking for teaching methodologies was evaluated from March to June 2003. Subjects and Methods: There were 138 3rd year students of Riyadh campus (59 females and 79 males) and 65, of Al- Qaseem campus (17 females and 48 males) (N=203). Fifty-eight percent of students` at Al-Qaseem campus went to the library two or more times compared to 3.4% of the Riyadh campus (P =0.000), 18.5% of Al-Qaseem campus used Journals (P =0.000), and 86% did self-learning (P =0.000), which was much higher than the students` at Riyadh campus. Results: Almost 75% students at Al-Qaseem campus were satisfied with their system of education compared to 20% at Riyadh campus (P =0.000). Sixty-nine percent students at Al-Qaseem campus answered problem-solving questions correctly versus 7.25% of the students at Riyadh campus. The students of both campuses liked group teaching almost equally and thought it makes them remember better. The Al-Qaseem campus students liked PBL, clinical skills lab, tutorials, and also lectures delivered at the college. Conclusion: PBL improved the students` usage of learning resources, problem-solving abilities and they were satisfied with their learning and the curriculum.

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