Learning Outcomes and Perceptions of Problem-Based Learning in Undergraduate Pathology Education: A Dual-Perspective Analysis

A BSTRACT Background: Problem-based learning (PBL) integrates basic and clinical sciences, moving away from theoretical classes as the primary mode of instruction. It is usually employed in the 3 rd and 4 th years of MBBS during clinical postings, where students interact with real-life patients. In our study, however, it was implemented for 2 nd -year MBBS students in Pathology to help them integrate basic concepts with clinical reasoning early in their training. Materials and Methods: A quasi-experimental study was conducted involving 153 Phase II MBBS students enrolled in the Pathology course. The PBL session followed five steps: students were introduced to the process, divided into groups, and given a pre-test with a clinical scenario. They then searched reference materials, identified key triggers, and developed learning objectives. Next, they solved the scenario and performed relevant tests on the urine sample, followed by an assessment. Long-term retention was evaluated through performance in preliminary exams. Results: Students showed statistically significant post-test performance after the PBL session. The internal assessment exam on urine analysis, conducted three months later, revealed that most students (98.1%) maintained scores above 50%, suggesting effective long-term retention. Feedback from the session indicated high levels of satisfaction among the stakeholders. Conclusion: PBL facilitates deeper understanding and practical application. The success of PBL depends on effective facilitator guidance and balanced group dynamics, ensuring students gain maximum benefit from active and collaborative learning.