Article:
Perceptions of Undergraduate Medical Students Regarding Problem-Based Learning (PBL) at Kathmandu University : A Cross-sectional Study from Nepal

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creativeworkseries.issn1999-6217
dc.contributor.authorThapa, Sushma
dc.contributor.authorAtreya, Alok
dc.contributor.authorRajbanshi, Roshani
dc.contributor.authorKhanal, Inesh
dc.contributor.authorGnawali, Laxman
dc.date.accessioned2026-08-20T04:13:41Z
dc.date.available2026-08-20T04:13:41Z
dc.date.issued2026
dc.descriptionSushma Thapa Department of Pathology, Nepal Manipal College of Medical Sciences, Pokhara, Nepal Alok Atreya Department of Forensic Medicine, Lumbini Medical College and Teaching Hospital, Palpa, Nepal https://orcid.org/0000-0001-6657-7871 Roshani Rajbanshi Department of STEAM Education, Kathmandu University School of Education, Lalitpur, Nepal Inesh Khanal Patan Academy of Health Sciences, Lalitpur, Nepal Laxman Gnawali Department of Language Education, Kathmandu University School of Education, Lalitpur, Nepal
dc.description.abstractAbstract: 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. Keywords: Communication skills; collaborative learning; problem-based learning; self-directed learning; medical education.
dc.identifierhttps://doi.org/10.33314/jnhrc.v24i01.5337
dc.identifier.urihttps://hdl.handle.net/20.500.14572/7371
dc.language.isoen_US
dc.publisherNepal Health Research Council
dc.subjectCommunication skills
dc.subjectCollaborative learning
dc.subjectProblem-based learning
dc.subjectSelf-directed learning
dc.subjectMedical education
dc.titlePerceptions of Undergraduate Medical Students Regarding Problem-Based Learning (PBL) at Kathmandu University : A Cross-sectional Study from Nepal
dc.typeArticle
dspace.entity.typePublication
local.article.typeMedical Education
oaire.citation.endPage182
oaire.citation.startPage173
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relation.isJournalOfPublication40bd2739-8b19-447c-be60-723a1bdd1dcd

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