Implementation of Problem-Based Learning in General Anatomy: Contribution to Learning and Clinical Competencies in Midwifery Students

Abstract

The main goal of this study was to enhance the teaching-learning process in the General Anatomy course of the Midwifery program at the University of Atacama by implementing Problem-Based Learning (PBL). This innovation was introduced in response to high failure rates, a weak linkage between anatomical theory and clinical practice, and the need to promote active, meaningful learning among students. The implementation involved 68 first-year students and utilized three clinical cases grounded in real-world obstetric and general health scenarios, thereby contextualizing anatomical content. Students worked in collaborative groups to identify problems, formulate hypotheses, engage in self-directed research, and propose evidence-based solutions, with the instructoracting as a learning facilitator. The results were highly positive: there was a marked increase in student participation, motivation, and interest, as well as improved performance in theoretical and practical assessments. Participants appreciated the methodology for fostering a deeper understanding of human anatomy from an applied perspective relevant to their future profession. In conclusion, the integration of PBL in this course proved to be a successful experience that strengthened early clinical competencies, improved meaningful learning, and enhanced transversal skills (such as critical thinking, teamwork, and self-directed learning) essential for the professional practice of future midwives. This experience lays the groundwork for consolidating and expanding the use of active methodologies in health sciences education