Title:
Enhancing Medical Education: Perceptions and Challenges of Implementing Problem-based Learning at the Defence Services Medical Academy

Authors:
Ye Phyo Aung, Tun Tun Naing, Tayzar Hein, Zaw Phyo, Pyi Hein Kyaw, Zin Min Htike, Myint Thein Naing, Myanmar

Abstract:

Background: The transition from a traditional teacher-centred model to an active, student-centred approach requires substantial adjustments for both students and faculty. At the Defence Services Medical Academy (DSMA), the introduction of an outcome-based curriculum includes the adoption of Problem-Based Learning (PBL), a method that may pose challenges for learners and facilitators due to unfamiliarity with autonomous learning and facilitation roles.

Objective: This study aimed to explore the perceptions of students and faculty members regarding the implementation of PBL within DSMA’s Phase I curriculum and to identify perceived benefits, challenges, and recommendations for optimizing its use.

Methods: A qualitative research design with a constructivist paradigm was employed. Purposive sampling identified six students and six faculty members involved in PBL activities. Two focus group discussions (FGDs) were conducted. Data were analysed manually using thematic analysis to extract emergent themes reflecting participants’ experiences and views.

Results: Students reported that PBL improved critical thinking, collaboration, and independent learning, especially through diverse triggers and real patient cases. Facilitators noted challenges such as inconsistent student preparedness, limited foundational knowledge, and dominance of content experts during discussions. Both groups emphasized the importance of skilled facilitators in supporting inquiry, communication, presentation, and problem-solving skills. Recommendations included clearer trigger design, pre-session materials, enhanced facilitator training, and adding formative assessments to strengthen PBL implementation.

Discussion: Findings indicate that PBL supports the development of essential competencies aligned with DSMA’s outcome-based curriculum but requires structural and pedagogical adjustments for optimal implementation. Strengthening facilitator capacity, improving student readiness, and enhancing resource quality may address identified obstacles. The shared perceptions underscore PBL’s potential to produce reflective, analytical, and collaborative learners prepared for clinical practice.

Conclusion: PBL is perceived as a valuable and effective educational strategy at DSMA, fostering critical thinking, teamwork, and self-directed learning. Enhancements such as high-quality triggers, real-world case integration, and systematic facilitator development may further strengthen its impact on medical education within the institution.

DOI: http://dx.doi.org/10.51505/ijmshr.2026.10102