Keyword: PBL

ABSTRACT: The fundamentals of experimental science didactics have proven that compulsory education students need to develop skills such as critical thinking. Guided inquiry is a practical methodology for developing various science skills. Moreover, current legislation establishes a series of specific competencies that students must develop. This work presents research carried out with students aged 13–14 years. A project, based on the problem-based learning methodology, on a real-world topic close to the students was implemented to assess the development of critical thinking and specific competencies outlined in legislation. For this purpose, a teaching-learning sequence was developed, and the students’ outputs were collected through questionnaires and teacher observation sheets. The results show that students can answer each of the problems encountered during the project, posing researchable questions and finding solutions through experimentation. Each of the sessions has demonstrated clear progress in several key areas such as the development of some of the required competencies and overall scientific skills, thereby facilitating overall development.

ABSTRACT: This paper discusses the implementation and evolution of progress testing as an assessment technique in problem-based learning at the College of Medicine, King Faisal University, in collaboration with the University of Groningen, Netherlands. Despite the successful introduction of a local progress test, this paper notes the reluctance of students in Arab culture to embrace this method due to concerns about its impact on their grade point average. The research outlines a 5-year experience with international high-stakes progress testing based on European universities and describes the establishment of a local progress test system. A cross-sectional study design was employed to analyze the passing rates of medical students from their first to fifth year, using data from 2018 to 2020. The study population included 1450 students with a gender distribution of 50/50. The results highlight two main achievements of the local progress test system. Firstly, the development of a blueprint based on block teaching contents and curriculum learning outcomes from year 1 to 5. This blueprint served as a foundation for the assessment. Secondly, the establishment of an individual performance feedback system, facilitated by a confidential online platform using students’ academic numbers. In conclusion, the research suggests that progress testing can be successfully integrated into Arab culture, serving as a comprehensive assessment tool. It emphasizes the importance of recognizing progress testing as a key knowledge assessment method in the curriculum. This paper provides insights into the process, compares international and local experiences, and offers recommendations for further improvement of the local progress testing system.