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<p>Curriculum integration is one of the main objectives of problem-based learning (PBL). However, the perceptions between students and faculty about the degree of this integration may differ. This study examined faculty and students’ perceptions about curriculum integration in two PBL medical schools. A total of 648 participants (582 students, 66 faculty) completed a validated 24-item tool assessing curriculum integration across four domains. Faculty consistently rated integration higher than students, with the largest discrepancy observed in assessment alignment. These findings reveal a perception gap between students and faculty in the degree of curriculum integration.</p>

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Faculty-Student Perceptual Gaps of Curriculum Integration in Problem-Based Learning

  • 期刊论文

  • 发表日期：

    2026年5月28日

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  • Marwan F. Abu-Hijleh,
  • Soumaya Allouch,
  • Reginald P. Sequeira,
  • Salah Eldin Kassab

摘要

Curriculum integration is one of the main objectives of problem-based learning (PBL). However, the perceptions between students and faculty about the degree of this integration may differ. This study examined faculty and students’ perceptions about curriculum integration in two PBL medical schools. A total of 648 participants (582 students, 66 faculty) completed a validated 24-item tool assessing curriculum integration across four domains. Faculty consistently rated integration higher than students, with the largest discrepancy observed in assessment alignment. These findings reveal a perception gap between students and faculty in the degree of curriculum integration.