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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.
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.
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