Student perception of the problem-based learning (PBL) method in the Medical Genetics subject at a Cuban medical university

Abstract

Introduction: Problem-based learning (PBL) is characterized by the fact that the new content presented to the student is in the form of problematic situations that simulate future professional performance.
Objective: to analyze from the student perception the possible advantages of the PBL method versus the traditional teaching-learning method in a topic of the medical genetics subject in the 2023-2024 academic year at a Cuban university.
Methods: A quasi-experimental study of a cross-sectional strategy with an equivalent parallel group design with only post-intervention measurements was carried out on a randomized sample of 78 students, 39 were part of the control group and 39 of the experimental group.
Results: Regarding the perception that the students had regarding the 20 items related to the PEA received, significant differences were obtained in 16 in favor of the PBL method. Only in four were the expected differences not shown. The abstract nature of the content without any link to social practice (Traditional method 23.1% vs PBL 12.8%, p=0.06); the leading role of the student in self-management of knowledge (Traditional method 43.6% vs PBL 56.4%, p=0.22); solidarity and responsibility (Traditional method 41.0% vs PBL 64.1%, p=0.05); and the interrelation of genetics with other previously received methods (Traditional method 30.8% vs PBL 25.6%, p=0.22) are the variables that did not exceed expectations.
Conclusions: The advantages of the PBL method in relation to the traditional method are evident, however, it is necessary to perfect the strategy