Evaluation of Problem-Based Learning in College of Medicine: An Indicator of Quality Education in a Hybrid Curriculum

Table 2

Association of PBL domains with gender and phases.

		n	Mean ± SD			95% CI		p-Value
Gender association
PBL problem	Male	80	4.31 ± 0.47			−.152	.053	0.342
	Female	16	4.36 ± 0.29
PBL session	Male	80	4.38 ± 0.44			−.153	.067	0.439
	Female	16	4.42 ± 0.33
PBL tutors	Male	80	4.31 ± 0.50			−.020	.184	0.113
	Female	16	4.23 ± 0.28
Phase association
PBL problem	Phase II	60	4.24 ± 0.40			−.316	−.109	<0.001
	Phase III	36	4.45 ± 0.49
PBL session	Phase II	60	4.31 ± 0.37			−.294	−.081	0.001
	Phase III	36	4.50 ± 0.48
PBL tutors	Phase II	60	4.19 ± 0.42			−.403	−.189	<0.001
	Phase III	36	4.49 ± 0.49

n = Number of blocks/courses independent t-test. PBL problem, i.e., case scenario. PBL session, i.e., session dynamics. PBL tutor, i.e., tutor’s facilitation skills.