Perception, skills, and Attitude Towards Project-Based Learning: Understanding Its Impact on Knowledge Acquisition

Abstract

Project-based learning (PjBL) has been shown to enhance learning and develop skills through active engagement with educational materials. At the National University of Oman, second-year medical students participated in a PjBL exercise. This study assesses Project-Based Learning (PjBL) in an anatomy course, focusing on its effects on critical thinking, communication skills, and overall competencies. Students were grouped into teams of four to five and tasked with creating a project based on the clinical topics assigned to them. The assessment, performed at the conclusion of the session, sought to ascertain whether Project-based Learning (PjBL) enhanced learning efficacy by offering an authentic learning experience. Relevant learning requirements, derived from current literature, were assessed by a questionnaire survey utilizing 13 measuring scales based on a 5-point Likert scale. The findings demonstrated that the integration of Project-Based Learning (PjBL) enhances student learning, motivation, and performance in both the short and long term. The study indicated that PjBL facilitates the formation of authentic experiences, hence enhancing the cultivation of practical competences. The development of transferable skills such as teamwork, effective communication, and time management was also qualitatively assessed, with results indicating that students successfully acquired these skills. PjBL highlights the necessity for measurable assessment tools and evaluates collaborative revision resources and adult students’ perceptions, emphasizing the importance of these elements in enhancing student performance and learning outcomes.