Effects of Problem-Based Learning on Critical Thinking, Communication Skills, and Satisfaction Among First-Year Medical Students in Ghana: A study protocol.

MedEdPublish (2016) Pub Date : 2025-09-10 eCollection Date: 2025-01-01 DOI:10.12688/mep.21103.2
Bruce Ayabilla Abugri, Maxwell Ateni Assibi, Anthony Amalba, Patience Kanyiri Gaa, Sophia E A Kpebu, Victor Mogre
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Abstract

Background: Problem-Based Learning (PBL) is increasingly used in medical education to develop critical thinking, communication, and learner autonomy. Although widely studied in developed countries, evidence from low-resource settings like Ghana, particularly involving first-year students, remains limited. This study seeks to address this gap by assessing the impact of PBL on critical thinking, communication skills, and satisfaction levels among novice medical students.

Methods: This longitudinal pre-test-post-test study will be conducted at the University for Development Studies, School of Medicine. All first-year students who meet the eligibility criteria will be enrolled. Participants will undergo baseline (pre-PBL) and follow-up (post-PBL) assessments using the Critical Thinking Questionnaire (licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) and Interpersonal Communication Competency Skills Scale (ICCS). A 5-point Likert scale will be used to measure student satisfaction after eight months of exposure to PBL. Statistical analyses including paired t-tests, ANOVA, and regression will be performed using SPSS v26.0. to assess changes through the mean scores.

Discussion: The study will provide context-specific insights on the effectiveness of PBL in enhancing key competencies among first-year medical students. Findings will inform curriculum development, tutor training, and educational policy in Ghana and similar settings.

Clinical trial registration number: Not applicable.

基于问题的学习对加纳一年级医学生批判性思维、沟通技巧和满意度的影响:一项研究方案
背景:基于问题的学习(PBL)越来越多地应用于医学教育中,以培养批判性思维、沟通和学习者的自主性。尽管在发达国家进行了广泛的研究,但来自加纳等资源匮乏地区的证据,特别是涉及一年级学生的证据仍然有限。本研究旨在通过评估PBL对新医学生批判性思维、沟通技巧和满意度的影响来解决这一差距。方法:本纵向前测后测研究将在发展研究大学医学院进行。所有符合资格标准的一年级学生都将被录取。参与者将接受基线(pbl前)和后续(pbl后)评估,使用批判性思维问卷(根据知识共享署名4.0国际许可(CC BY 4.0)和人际沟通能力技能量表(ICCS)进行评估。一个5分李克特量表将被用来测量学生在接触PBL八个月后的满意度。统计分析包括配对t检验、方差分析和回归将使用SPSS v26.0进行。通过平均分数来评估变化。讨论:本研究将就PBL在提高一年级医学生关键能力方面的有效性提供具体的见解。研究结果将为加纳和类似国家的课程开发、导师培训和教育政策提供参考。临床试验注册号:不适用。
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