Impact of problem-based learning on knowledge acquisition and satisfaction among undergraduate students at the faculty of medicine and pharmacy of Fez Experimental study

Background: In Moroccan medical schools, several teachers and students complain about the limits of transmissive education. The problem-based learning (PBL) has been introduced in many medical schools around the world but not yet in Moroccan medical schools.

Aim: The aim of this work is to experience PBL in basic medical training at the Faculty of Medicine and Pharmacy of Fez; and assess its impact on student satisfaction and short-term performance.

Materials and methods: in 52 participating students, we compared the acquisition of knowledge by the PBL versus transmissive teaching. We also used a questionnaire to assess their level of satisfaction with PBL.

Results: Compared to formal education, students reported better satisfaction with PBL, regarding their motivation, level of concentration and understanding; but also on the development of "soft skills": Communication, cooperation in the group and autonomy. The knowledge assessment test objectified that the average score of the groups (out of 10) is respectively 7.9 and 7.63 for PBL versus 4.88 and 4.08 for transmissive teaching (p = 0.0001).

Conclusion: Our results confirm the advantages reported in the literature of PBL over conventional education and have motivated the partial implementation of this method in our faculty.