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

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.