Bringing microbiology to life: problem-based learning activities enhance student engagement and clinical reasoning in the early medical curriculum.

Abstract

Microbiology is a critical subject in medical education, but is often considered abstract, content-heavy, and disconnected from clinical practice by students. Active learning strategies, such as problem-based learning (PBL), can overcome these challenges by promoting critical thinking, contextualization of the concepts, and student participation. This study presents an application of PBL-inspired activities in large-group settings during the early years of the medical curriculum, an uncommon context for active methodologies. The students participated in two case-based discussion sessions inspired by PBL principles conducted in two steps: formulation of hypotheses based on prior knowledge and group discussion after independent research. At the end of the semester, students completed an anonymous questionnaire. The majority of the responders considered the activity intellectually adequate, integrating theoretical knowledge into practice and improving content retention. Students valued the clinical reasoning, interdisciplinary approach, autonomy, and motivation; suggestions for improvement were also provided. The implementation of active learning methods in medical microbiology enhanced involvement, promoted the contextualization of theoretical content, and supported meaningful learning in the participants' perception. This approach demonstrates the feasibility and perceived value of PBL in early medical education, even in resource-limited environments. It offers a model for educators aiming to enhance learning outcomes and student engagement with fundamental sciences, such as microbiology.