Perception of content and non-content expert facilitators of PBL according to students’ performance levels

Abstract

Objective: Problem-based learning (PBL) is a student-centred learning system that involves multidisciplinary fields focused on problem solving. Facilitators of PBL are not necessarily content experts but little is known on how this concept has affected the outcomes of PBL sessions in learning Medical Biochemistry. We aimed to evaluate the impact of having the content expert as a facilitator in conducting PBL. Methods: A total of 150 first and second year medical students from the University Kebangsaan Malaysia were interviewed with a validated set of questions to acquire their views on the roles of facilitators in PBL in learning Medical Biochemistry. Their achievement were evaluated through their essay marks derived from various PBL packages. Results: All respondents agreed that PBL sessions associated with Medical Biochemistry are best appreciated when conducted by a content-expert facilitator. Their exam marks reflected well on their perception. Conclusion: PBL sessions related to Medical Biochemistry is best facilitated by Biochemistry lecturers as the content experts.