Problem-Based Learning in a Resource-Limited Setting: Critical Thinking, Interpersonal Communication, and Satisfaction Among First-Year Medical Students in Ghana.
Background: Problem-based learning (PBL) is globally accepted for promoting critical thinking and interpersonal communication skills, yet evidence among first-year medical students in resource-constrained settings remains limited. The current study assessed the effects of an eight-month PBL exposure on first-year medical students' self-reported critical thinking, perceived interpersonal communication competence, and satisfaction with PBL in Ghana. Methods: We employed a pretest-posttest design. Students completed the Critical Thinking Questionnaire and the Interpersonal Communication Competence Scale at baseline and follow-up and a locally-developed post-PBL satisfaction survey. The questionnaires were administered through Google form. We analyzed data using standard statistical software (SPSS version 26.0) and non-parametric tests, where normality assumptions were not met. We conducted the study between April and May 2025. Results: Out of 110 participating students, 88.1% (n = 97) and 84.5% (n = 93) completed critical thinking communication assessments at pretest and posttest, respectively. All participants completed the satisfaction survey. Critical thinking scores did not change from pre- to post-test. Interpersonal communication competence also remained stable, except for perceived supportiveness, which declined significantly (Z = -2.16, p = .031, r = .22). The majority of participants (n = 80, 72.8%) reported being satisfied or very satisfied with PBL, with male students reportedly being more satisfied than female students (χ2 (1, N = 110) = 7.06, p = .008)). Discussion: Whereas first-year medical students in this setting (particularly males) were generally satisfied with PBL, we found no significant changes in self-reported critical thinking or perceived competence in interpersonal communication, except for a significant decrease in perceived supportiveness of others. The findings suggest a need for better scaffolding, intentional communication skills intervention, and gender-sensitive approaches in PBL.