Abstract This study aimed at exploring and comparing how problem-based learning (PBL) is experienced by students and arranged in the medical programmes at Linköping University (LiU) in Sweden and Moi University (MU) in Kenya. Both institutions have a long history of using PBL and have collaborated for over 30 years, including annual student exchanges. The programmes are facing challenges related to increased student numbers and limited staff growth. A Comparative Case Study design was used, with site visits and focus group interviews with students. Thematic analysis was employed to compare experiences of PBL, focusing learning processes and professional development as embedded in the local respective contexts. A Comparative Case Study design was used, with site visits and focus group interviews with students. Thematic analysis was employed to compare experiences of PBL, focusing learning processes and professional development as embedded in the local respective contexts. Discussions centered on four topics: reflections on the tutorial group for learning, attitudes towards co-ownership of the learning process, views on scenarios in tutorials, reflections and opinions of learning resources. Three main themes were revealed: collective learning, clinical relevance, and the tutorial process. Both groups valued collective learning, however, LiU students benefited from structured tutor support and feedback, supporting learning and professional development. In contrast, MU students faced challenges due to tutor absenteeism and inconsistent feedback, impacting their learning experience. The study shows how the students’ experiences of PBL are linked to the material and socio-cultural contexts and arrangements of the programmes. The findings provide insights for future collaboration and development of PBL in medical education, emphasizing sustainable faculty development programmes and inter-institutional cooperation. Addressing these challenges can enhance the learning experience and better prepare students for their future roles as medical professionals.
Musau et al. (Tue,) studied this question.