Assessing students’ perceptions of a new problem-based learning curriculum in medical education

This study explores whether students' perceptions of aspects to be improved in pedagogical activities can contribute to understanding their level of adaptation to the Problem-Based Learning (PBL) methodology in Medical Education. A clear understanding of academic tasks is essential for effective learning. The transition from traditional teacher-centered to a student-centered active learning model requires students to adjust their perceptions to new ways of learning to maximize their learning experiences. However, assessing students’ adaptation to the new method through purpose-designed instruments and sessions can be extremely demanding and overwhelming for educational researchers, those responsible for curriculum implementation and educational quality assurance, as well as for students themselves. Using content analysis, we evaluated the responses of 56 first-year students of an integrated Master's degree in Medicine to two open-ended questions in a pedagogical evaluation survey, already answered by the students, about suggestions for improvement in lectures and tutorial sessions. The identified categories indicate that responses to the questions in the pedagogical evaluation questionnaires offers valuable insights into students' perceptions of the new PBL educational approach. Regarding students' progressive adaptation to the new method, our findings suggest a gradual adjustment to the new learning model. However, by the end of Year 1, students still offer suggestions that align more with a teacher-centered approach rather than the student-centered philosophy inherent to PBL. Limitations of the study and suggestions for future research are proposed. Capturing students’ perceptions of the new learning model and their evolution provides valuable insights for developing strategies to enhance students’ learning experiences and achieve better educational outcomes, particularly in contexts where PBL has recently been implemented.