Perception Of UNIMAS Preclinical Medical Students Towards Pbl Implementation: A Focus On Teamwork, Satisfaction And Challenges

Saiful Bahri, Talip and Marlynna, Sarkawi and Asma Nurleesa, Sharul and Tanush, Mahandran and Erynne, Billing and Muhammad Naqib, - (2025) Perception Of UNIMAS Preclinical Medical Students Towards Pbl Implementation: A Focus On Teamwork, Satisfaction And Challenges. In: APA-PHS PBL SYMPOSIUM 2025, 15 November 2025, Online Zoom.

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Abstract

Background: Problem-Based Learning (PBL) has become a cornerstone of modern medical education due to its emphasis on active learning, teamwork, and critical thinking. At Universiti Malaysia Sarawak (UNIMAS), PBL has been embedded in the pre-clinical curriculum since 1996, providing students with opportunities to develop clinical reasoning, collaborative skills, and self-directed learning. Despite its long-standing implementation, limited research has explored how UNIMAS pre-clinical students perceive PBL in terms of its effectiveness, challenges, and overall impact on their learning experience. Understanding students’ perspectives is essential, as their engagement directly influences the success of the curriculum. Objectives: This study aimed to assess the perception of pre-clinical medical students at UNIMAS regarding PBL implementation, with particular focus on teamwork, satisfaction, challenges, and the interrelationship among these dimensions. Methods: A cross-sectional quantitative design was employed, involving 204 Year 1 and Year 2 pre-clinical medical students. Data were collected using a structured self-administered questionnaire distributed via Google Forms. The instrument assessed teamwork, satisfaction, and challenges through Likert-scale items. Descriptive statistics were used to summarize perceptions, while Pearson correlation analysis was conducted to examine associations between the three domains. Results: Findings revealed that students generally held positive perceptions of PBL. Teamwork received the highest mean score (x̄ = 4.28, SD = 0.55), indicating strong agreement with collaborative learning benefits. Satisfaction also scored positively (x̄ = 4.00, SD = 0.66), reflecting students’ confidence in their self-directed learning and engagement during PBL sessions. In contrast, challenges recorded the lowest mean score (x̄ = 3.07, SD = 0.86), suggesting moderate concerns, particularly regarding the complexity and coherence of PBL problems. Pearson correlation analysis demonstrated a strong positive relationship between teamwork and satisfaction (r = .704, p < .001). However, challenges showed weak and non-significant correlations with both teamwork and satisfaction, indicating they had minimal impact on overall student perceptions. Conclusion: This study highlights the critical role of teamwork in enhancing satisfaction with PBL among pre-clinical medical students. While challenges such as problem complexity exist, they do not significantly influence overall satisfaction or teamwork. The findings suggest that fostering effective group dynamics and strengthening collaboration may further optimize PBL outcomes. Take-Home Message: Teamwork is the strongest determinant of student satisfaction in PBL. By refining group collaboration and addressing manageable challenges, medical educators can maximize the effectiveness of PBL and improve learning experiences for pre-clinical students. Keywords: Problem-based Learning, Medical Education, Teamwork, Student Satisfaction, Challenges, UNIMAS

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