University Pre-Professional Program: A Transitional Phase from Didactic to PBL Pedagogy

Abstract

Purpose

The College of Science and Health Professions offers the University Pre-Professional Program (UPPP) to newly enrolled students. This study aimed to evaluate the effectiveness of the program in preparing students to become self-directed learners and to seek students’ perceptions about student-centered teaching.

Methods

A quantitative quasi-experimental study that used a pre and post-test survey in two stages, before and after semester-4. A self-developed questionnaire was distributed online.

Results

The t-test showed students (n=701) after semester-4 had a significant increase in the understanding of Problem-Based Learning (PBL) (t (699) = −8.27, p < 0.01), PBL dynamics (t (699) = −5.12, p < 0.01), learning and dynamics of Case-Based Learning (CBL) and Self-Directed Learning (SDL) (t (699) = −6.48, p < 0.01), and facilitators’ role in such curriculum (t (699) = −3.41, p < 0.01). The ANOVA showed students attending various courses perceived the program variables differently (Learning in PBL p = 0.08, PBL dynamics p < 0.01, CBL and SDL dynamics p < 0.01, role of facilitator in PBL p < 0.01). Regarding the resources used by students during the basic medical sciences courses, no significant difference was observed between the study groups (p = 0.06). However, the only significant difference observed was in their satisfaction with the question related to assessment and course (p < 0.01).

Conclusion

The UPPP improved students’ understanding of student-centered teaching and learning approaches, especially the PBL. Thus, UPPP helps students shift their learning habits from didactic to student-centered modern learning approaches. Variation among different students’ groups could be attributed to their previous academic background and change in learning medium to English. This study suggests that preparatory teaching programs like UPPP are helpful for students interested in joining the bachelor’s programs in countries like Saudi Arabia where English is not a native language.

Keywords:

• university pre-professional program
• student-centered learnings
• curriculum
• didactic

Acknowledgments

The authors thank Nabeel Qamar, Lecturer anatomy at College of Science and Health Professions, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia, for his assistance in formatting the tables and reviewing the text.

Disclosure

The authors report no conflicts of interest in this work.

Additional information

Funding

The work was not supported by any funding agency.