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Related Experiment Video

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Published on: December 9, 2022

Faculty-Student Perceptual Gaps of Curriculum Integration in Problem-Based Learning.

Marwan F Abu-Hijleh¹, Soumaya Allouch¹, Reginald P Sequeira²

¹Department of Basic Medical Sciences, College of Medicine, QU Health, Qatar University, Doha, Qatar.

Medical Science Educator

|July 13, 2026

Summary

Faculty and students perceive curriculum integration differently in problem-based learning (PBL) medical schools. Faculty consistently rated integration higher, indicating a significant perception gap, especially in assessment alignment.

Keywords:

Assessment alignment Curriculum integration Faculty–student concordance Problem-based learning (PBL)Validated questionnaire

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

Medical Education
Curriculum Development
Pedagogy

Background:

Curriculum integration is a key goal of problem-based learning (PBL).
Discrepancies in perception between students and faculty regarding curriculum integration can impact educational effectiveness.
Understanding these differing viewpoints is crucial for enhancing PBL programs.

Purpose of the Study:

To investigate and compare faculty and student perceptions of curriculum integration in PBL medical schools.
To identify specific domains where perception gaps are most pronounced.

Main Methods:

A cross-sectional study involving 648 participants (582 students, 66 faculty) from two PBL medical schools.
Utilized a validated 24-item tool to assess curriculum integration across four domains.
Comparative analysis of perception scores between student and faculty groups.

Main Results:

Faculty consistently reported higher levels of curriculum integration compared to students.
The most significant difference in perception was observed in the domain of assessment alignment.
A notable perception gap exists between students and faculty regarding the extent of curriculum integration.

Conclusions:

There is a discernible gap in how faculty and students perceive curriculum integration in PBL settings.
Addressing the disparity, particularly in assessment alignment, is essential for improving PBL curriculum.
Findings highlight the need for strategies to align student and faculty expectations in medical education.