In situ hybridization for Epstein-Barr virus-encoded small RNAs (EBERs-ISH) is a cornerstone of clinical pathology, essential for the diagnosis of EBV-associated diseases. However, traditional lecture-based learning (LBL) in EBERs-ISH instruction often emphasizes unidirectional knowledge transfer, which frequently results in diminished student engagement and inadequate practical troubleshooting skills. While problem-based learning (PBL) has demonstrated efficacy in enhancing clinical competencies within medical education, its application in EBERs-ISH training remains underexplored. This study aimed to evaluate the impact of PBL on the practical proficiency of pathology students regarding EBERs-ISH techniques. This study involved postgraduate students majoring in Pathophysiology at The First Affiliated Hospital, College of Medicine, Zhejiang University. Participants were allocated into two cohorts: a control group (n = 32) receiving LBL and an experimental group (n = 29) engaging in a PBL curriculum. Both cohorts underwent a foundational training session on EBERs-ISH techniques. Subsequently, the experimental group participated in PBL modules structured around three distinct clinical scenarios. Upon completion of the instructional period, student proficiency was evaluated through theoretical and practical EBERs-ISH examinations. Statistical analysis was performed using non-parametric and chi-square tests, with statistical significance set at p < 0.05. Analysis of performance outcomes revealed that the PBL group achieved a significantly higher proportion of “excellent” scores compared to the LBL group (p < 0.013). However, no significant differences were observed in the proportions of “good” or “fail” scores between the two cohorts. In the practical EBERs-ISH assessment, the PBL group’s mean total score (81.9 ± 6.8) was substantially higher than that of the LBL group (65.9 ± 7.9; p < 0.001). Specifically, significant inter-group differences were identified in scores for sectioning quality (p < 0.001), artifact presence (p = 0.003), and staining quality (p < 0.001). Furthermore, Receiver Operating Characteristic (ROC) curve analysis confirmed that these assessment criteria effectively discriminated between the skill levels of the two groups. PBL significantly enhances student proficiency in both the theoretical and practical aspects of EBERs-ISH when compared to traditional LBL. These findings indicate that PBL is a highly effective pedagogical strategy with considerable potential for broader application in clinical pathology technology education.

This retrospective study evaluated the effectiveness of a Problem-Based Learning (PBL) approach in specialist physician training for kidney transplantation. Trainees enrolled between January and December 2024 were divided to either a traditional teaching cohort or a PBL-based instructional cohort. The PBL curriculum incorporated case-based inquiry, structured group discussions, evidence retrieval, and multidisciplinary clinical integration, while the control group received lecture-centered instruction. Educational outcomes were assessed across theoretical knowledge, clinical reasoning, multidisciplinary case discussion performance, Objective Structured Clinical Examination (OSCE) results, and trainee satisfaction. A total of 115 trainees were included, with comparable baseline demographic and training characteristics between groups. The PBL group demonstrated significantly higher theoretical examination scores across all transplant-related domains, superior clinical reasoning performance, and higher proficiency in multidisciplinary discussion assessments. OSCE scores were also significantly higher in the PBL cohort, reflecting enhanced applied clinical skills in postoperative monitoring, immunosuppressive drug interpretation, recognition of acute rejection, and transplant counseling. Additionally, trainee satisfaction was markedly greater in the PBL group, indicating improved perceived relevance and learning experience. These findings suggest that PBL provides a more effective and comprehensive framework for developing core competencies required in kidney transplantation training compared with traditional instructional methods.

This paper examines contemporary approaches and innovations in Uzbek medical education, including the use of digital learning platforms, e-learning modules, virtual and augmented reality simulations, problem-based learning, and adaptive curriculum design. Medical education in Uzbekistan is undergoing significant transformation, driven by the need to modernize curricula, enhance clinical competencies, and integrate innovative teaching methodologies. These innovations aim to improve student engagement, knowledge retention, and practical skill development while ensuring alignment with international educational standards. The study also discusses the challenges of implementing these approaches, such as technological infrastructure limitations, faculty training, and equitable access for all students. By analyzing current trends and strategies, this paper highlights the potential of innovative educational practices to enhance the quality and effectiveness of medical training in Uzbekistan.

ABSTRACT This study investigates how early-career engineers engage in career self-management (CSM) and the role of educational experiences, particularly in a problem-based learning (PBL) environment. Through 10 life history interviews with recent engineering graduates, the authors explore how participants navigate career uncertainty, refine goals, and proactively manage their development. The findings reveal that participants adopt a pragmatic and adaptive approach, combining strategic planning with openness to emerging opportunities. Proactivity was seen in trial-and-error career exploration, continuous learning, and value-driven career preferences, with many prioritising opportunities for hands-on, applied work, as well as societal impact. Participants reported challenges in aligning personal values with visible career opportunities and balancing technical aspirations with leadership ambitions. The results highlight the importance of integrating CSM-supporting practices into PBL curricula, emphasising career reflection, goal setting, and exposure to real-world work environments. Additionally, this study contributes to discussions on fostering career resilience and adaptability in dynamic, technical professions.

Intercultural competence (IC) is a vital capability in higher education, yet limited opportunities for authentic intercultural interaction in many Asian EFL contexts constrain its development. This study examined the effectiveness of a Sustainable Development Goals (SDGs)-integrated Problem-Based Learning (PBL) curriculum in enhancing IC among Taiwanese university students. The intervention combined global problem-solving activities with virtual peer feedback on Virsody, a web-based 3D exhibition platform that supports intercultural exchange. Using a mixed-methods design, 107 participants completed the Intercultural Competence Scale (ICS) at three time points, and 23 students participated in semi-structured interviews. Repeated-measures ANOVA results revealed significant improvements in students’ IC scores, while qualitative findings indicated that anonymous virtual peer feedback promoted reflection, empathy, and openness to diverse perspectives. The integration of SDGs (content), PBL (process), and Virsody (medium) operationalized IC development through collaborative, experiential, and technology-enhanced learning. The study contributed to intercultural education theory by demonstrating how sustainability-oriented and digitally mediated pedagogies can foster measurable intercultural growth. Practically, it offers a replicable model for incorporating global citizenship education into EFL curricula through authentic, reflective, and collaborative learning experiences.

Purpose Even though there is extensive literature about good practice in feedback, it is currently unclear how to sustain a good quality feedback experience in a problem-based learning (PBL) curriculum. This research aims to explore students’ and tutors’ experiences of the feedback process in a PBL curriculum in the local context of Saudi medical schools, and to identify factors that influence perceived feedback quality. Method A mixed methods approach was adopted. First, 856 students from six medical schools completed a survey, followed by 12 student focus groups and 11 tutor semi-structured interviews across four schools. Results Verbal feedback was reported to be the most effective. Communicating feedback in the students’ native language and students’ previous experiences of teacher-centred education in secondary school were key factors affecting feedback experiences. Most student and tutor participants believed that feedback in PBL was for promoting studentcentred and self-directed learning (SDL); however, these groups differed in their perceptions of what was good feedback practice in facilitating self-directed learning. Conclusion Even though most student participants received feedback, their experience was variable, and the quality was inconsistent. Learner and tutor characteristics and beliefs impacted on the feedback process. A data informed model was developed to summarise key factors that influence feedback quality in a PBL curriculum in Saudi Arabian Medical Schools. A key recommendation is appropriate cultural adaptation of the feedback in a PBL curriculum when implemented in different global contexts. Specific recommendations for Saudi-medical schools include incorporating staff development to address best practice in facilitating self-directed learning and where practical tutor feedback given in person using the student’s native language.

Learner agency (LA), a student's ability to take ownership of their learning and make purposeful decisions, is increasingly recognized as a critical competency in preparing adaptable healthcare professionals. While LA has been explored in general education, its development within dental education, particularly in the context of problem-based learning (PBL), remains underexplored. This qualitative study investigated undergraduate dental students' perceptions of how a PBL curriculum supports the development of LA. Using purposive sampling, Year 2 and 3 students enrolled in a PBL-based dental program were invited to participate in focus group discussions conducted between September 2024 and March 2025. Four audio-recorded sessions were transcribed verbatim and analyzed thematically using a combined deductive-inductive approach with MAXQDA software. Twenty-two students participated in the study. Findings revealed that PBL supported key elements of LA, including enhanced motivation, self-efficacy, knowledge acquisition, goal setting, and reflective practices. Peer collaboration and facilitator guidance were identified as important enablers. However, challenges such as workload intensity, time management difficulties, and uneven peer participation were perceived as barriers to fully exercising agency. Overall, participants viewed PBL as a valuable foundation for fostering LA in dental education. Addressing structural and contextual barriers may further optimize its impact and better support the development of autonomous, self-regulated learners.

Anatomy is the key to medical education, and this study examines the current landscape of anatomy education in Saudi Arabia medical colleges utilizing problem-based learning (PBL) curricula, with the goal of optimizing pedagogical approaches and content dissemination. This study consolidated insights from students, faculty, and institutional frameworks to underscore significant challenges. These include the curtailment of essential anatomical content, inadequate reinforcement across the curriculum, a dearth of formalized faculty training and language-associated impediment stemming from the use of English as the primary language of instruction. Such challenges could undermine the comprehensive anatomical knowledge necessary for ensuring clinical proficiency and patient safety. The suggested modification encompasses the incorporation of anatomy across all stages of medical, education specialized faculty training, and the adoption of pedagogies that are culturally and linguistically appropriate. This study recommends standardized core anatomy curriculum, faculty training to implement dual language instructional techniques and the Saudi association for anatomical sciences to adopt a more prominent leadership position to improve and collaborate anatomical education in the Kingdom. Resolving these challenges enhance student engagement and knowledge retention, thereby harmonizing anatomy education with the healthcare commands of Saudi Arabia and objectives of vision 2030. In conclusion, this analysis culminates in a recommendation for a systematic change aimed at fostering excellence in anatomy education.

Impact of a video-assisted problem-based learning curriculum model on the knowledge, attitude and practice of postgraduate residents of internal medicine

BackgroundThoracolumbar fractures are common and complex spinal injuries, critical to the training of assistant general practitioners (AGP). Traditional lecture-based teaching struggles to effectively convey the intricate three-dimensional anatomy of these fractures. While both Problem-Based Learning (PBL) and 3D printing (3DP) have demonstrated individual benefits in medical education, their combined effect has not been rigorously evaluated for AGP training on thoracolumbar fractures. This randomized controlled trial (RCT) aimed to compare the effectiveness of a 3D printing-integrated PBL approach with conventional lecture-based teaching in improving AGP trainees’ knowledge and competencies regarding thoracolumbar fractures.MethodsA randomized controlled trial was conducted at Zhuzhou 331 Hospital from June 2022 to September 2023. Eighty AGP trainees were randomly assigned to the 3DP group (n = 40) using 3D-printed fracture models within a PBL curriculum, or the control group (n = 40) receiving traditional lecture-based instruction. Randomization was performed with computer-generated sequences, and allocation concealment was maintained. The primary outcome was the score on a post-course knowledge test, with secondary outcomes including a delayed test at 4 weeks and self-reported evaluations. Outcomes were analysed with Mann–Whitney U tests and reported as medians (IQR) with effect size r and 95% CI.ResultsEighty learners were randomised (3DP n = 40; control n = 40) and completed follow-up. The 3DP group achieved significantly higher scores than the control group on both the immediate post-course test (80.0 vs. 70.0, U = 523.50, r = 0.301 (95% CI 0.087–0.488), p = 0.007) and the delayed post-course test (4 weeks) (82.5 vs. 70.0, U = 255.00, r = 0.593 (95% CI 0.429–0.719), p < 0.001). Learner-reported outcomes favoured 3DP in 9/10 domains, including clinical thinking, initiative, self-study, anatomy recognition, teamwork and satisfaction (all p < 0.001), with no difference in mastery of basic knowledge (p = 0.640).ConclusionIntegrating 3D printing with PBL significantly improved AGP trainees’ knowledge of thoracolumbar fractures and enhanced their clinical reasoning, engagement, and satisfaction. This combined approach offers a promising educational strategy for AGP training.Trial registrationNot applicable.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12909-025-08152-0.

ObjectivesThis study aimed to evaluate the efficacy of integrating the open-source large language model (LLM) DeepSeek into problem-based learning (PBL) curriculum for hematology residency training.MethodsThis non-randomized controlled trial included two groups of 30 s-year hematology residents each. One group received traditional PBL instruction, while the other’s PBL was assisted by DeepSeek. Both groups participated in in-person PBL sessions across two identical hematology courses. The DeepSeek-assisted PBL group utilized DeepSeek V3 and R1 models, along with an AI-facilitated web search and integrated output after automatic information filtering and analysis during their in-person PBL sessions. Learning outcomes were assessed via a post-course survey evaluating effectiveness, credibility, reliability, and engagement. Students also completed five standardized examinations covering analysis and diagnostic decision-making, procedural skills, communication, interdisciplinary integration, and emergency management/ethical considerations.ResultsThe study demonstrated significant advantages of DeepSeek-assisted PBL over traditional PBL across multiple competency domains, including case analysis effectiveness, feedback quality, course structure, and clinical reasoning. Participants also reported stronger curriculum alignment with current guidelines and enhanced capacity for generating clinical insights during discussions. Academically, the DeepSeek-assisted PBL group outperformed in four out of five competency domains (Exams I, III, IV, V), achieving higher total examination scores. However, no significant difference emerged in clinical skills (Exam II), nor did DeepSeek enhance interactive elements based on survey results. Notably, the DeepSeek-assisted PBL group also expressed greater concerns about the potential inaccuracies in artificial intelligence-generated medical advice.ConclusionIntegrating DeepSeek into the PBL curriculum may improve clinical competence, diagnostic reasoning, and learner engagement in hematology residency training. These findings suggest that open-source LLMs like DeepSeek may offer scalable and cost-effective support tools to augment traditional medical education. Further study is needed to explore artificial intelligence tools for enhancing interactive elements and procedural skills.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12909-025-07852-x.

The alignment of learning materials with learning objectives (LOs) is critical for successfully implementing the problem-based learning (PBL) curriculum. This study investigated the capabilities of Gemini Advanced, a large language model (LLM), in creating clinical vignettes that align with LOs and comprehensive tutor guides. This study used a faculty-written clinical vignette about diabetes mellitus for third-year medical students. We submitted the LOs and the associated clinical vignette and tutor guide to the LLM to evaluate their alignment and generate new versions. Four faculty members compared both versions, using a structured questionnaire. The mean evaluation scores for original and LLM-generated versions are reported. The LLM identified new triggers for the clinical vignette to align it better with the LOs. Moreover, it restructured the tutor guide for better organization and flow and included thought-provoking questions. The medical information provided by the LLM was scientifically appropriate and accurate. The LLM-generated clinical vignette scored higher (3.0 vs. 1.25) for alignment with the LOs. However, the original version scored better for being educational level-appropriate (2.25 vs. 1.25) and adhering to PBL design (2.50 vs. 1.25). The LLM-generated tutor guide scored higher for better flow (3.0 vs. 1.25), comprehensive and relevant content (2.75 vs. 1.50), and thought-provoking questions (2.25 vs. 1.75). However, LLM-generated learning material lacked visual elements. In conclusion, this study demonstrated that Gemini could align and improve PBL learning materials. By leveraging the potential of LLMs while acknowledging their limitations, medical educators can create innovative and effective learning experiences for future physicians.NEW & NOTEWORTHY This study evaluated a large language model (LLM) (Gemini Advanced) for creating aligned problem-based learning (PBL) materials. The LLM improved the alignment of the clinical vignette with learning goals. The LLM also restructured the tutor guide and added thought-provoking questions. The LLM guide was well organized and informative, but the original vignette was considered more educational level-appropriate. Although the LLM could not generate visuals, AI can improve PBL materials, especially when combined with human expertise.

When Problem-Based Learning and Computational Thinking are integrated as a teaching-learning pedagogy; they provide a comprehensive platform for both teachers and students, enhancing approaches to teaching and learning respectively. Abstraction being one of the aspects of computational thinking, can help computer science engineers to model a system design problem with social context and provide a mini-research space for further exploration. This study proposes a research question to explore on the lines of how computational thinking's abstraction can impact students’ ability to solve research-based problems in PBL scenarios. And also, how can it guide to build effective models. Abstraction is used a research intervention in the process. With Conceptual Change theory as a conceptual framework, this work compares the influence of abstraction on modeling problems in research space. Multi method is used as a research methodology for the study and selfselection is used as a sampling technique from the students who took a modeling course jointly offered by an industry Knit Space and KLE Technological University. Scenarios from arts and culture play a major impact in designing such problem scenarios. Library of Babel and Guernica were given as modeling problems which also have the social context and historical connection aspects. 50 student answer sheets were evaluated qualitatively and quantitatively for the study analysis. With appropriate descriptive measures, statistical methods like paired t-tests, student feedbacks, in-vivo coding and process coding, the collected data was analyzed for results and discussion. Along with statistical measures, this study discusses the themes generated from the study with an emphasis on research in curriculum design. The results positively align towards the conclusion that abstraction trigger points can aid in building research-based models.

BackgroundIntegrated curricula reinforce student learning and retention of relevant knowledge. At Qatar University and Arabian Gulf University medical colleges, Problem-Based Learning (PBL) is the principal teaching and learning strategy to implement integrated multidisciplinary system-based curriculum. In addition, other initiatives include integrated assessment, logical organization of teaching and learning methods, as well as combined faculty effort in curriculum planning and delivery. This multicenter study aims to develop and validate a questionnaire for measuring the extent of medical curriculum integration in PBL programs.MethodsFollowing an extensive literature review, the content validity of a questionnaire was tested through focus group discussion with subject matter experts (n = 20), followed by pilot testing with medical students (n = 20). The content-validated questionnaire (31 items) was distributed to students in the two colleges. To examine the construct validity and construct reliability of the questionnaire, exploratory factor analysis (EFA) was conducted with 330 students followed by confirmatory factor analysis (CFA) on 579 students.ResultsEFA supported a four-factor structure of the questionnaire which explained 62% of the variance; however, four items were deleted because of low factor loading (< 0.5) or cross-loading on multiple factors. Further CFA also supported the four-factor structure. Another three items were removed due to high modification indices. The most parsimonious model consisted of 24 items with good fitness indices (χ2 = 512.23, df = 236, χ 2/df = 2.17, CFI = 0.97, TLI = 0.97, RMSEA = 0.04, SRMR = 0.031, and AIC = 688.22). The four factors were: Planned Curriculum (3 items), Delivered Curriculum (10 items), Assessed Curriculum (4 items) and Learned Curriculum (7 items). The factor loadings of the items ranged from 0.61 to 0.84 with strong correlations between the four latent factors (constructs). The construct reliability of the total questionnaire was 0.97 and the four factors were between 0.94 and 0.97. In addition, there were strong significant correlations between curriculum integration scores and student satisfaction with the curriculum.ConclusionsThe developed questionnaire exhibits good evidence of construct validity and reliability. Further studies required to test the validity of this questionnaire in other settings.

Problem-based learning (PBL) is an instructional approach that challenges students to think critically and work cooperatively in groups to seek solutions to real-world problems. These problems serve as cognitive stimulus to arouse students' curiosity and initiate learning of disciplinary subject content matter. Authentic assessment modes play a key role in the efficacious implementation of a PBL curriculum. This paper discusses student learning experiences in a tertiary institution that follows a PBL-based curriculum, involving 25 first year students ranging in age from 17 to 19 and evenly balanced in terms of gender. Qualitative data was collected from students' postings in their reflection journals, and key themes were analyzed and identified. Students found the assessment system to be robust, and the different modalities improved their higher-order thinking skills, communications, and collaboration abilities. Some key issues focusing on the drawbacks of authentic assessment modalities in the PBL environment were raised as including lack of consistent and objective grading, etc.

The evolving face of agriculture presents unique problems that today’s youth will be charged with solving as they enter the workforce. Thus, it is imperative that youth not only have a deep understanding of the processes and systems that have an influence on the food and fiber industry, but also possess the skills to effectively collaborate with their peers (Hess &amp; Trexler, 2011). The Norman Borlaug Youth in Agriculture Program (NBYAP) aimed to immerse urban and rural youth in problem-based learning curriculum to inspire participants from unique backgrounds to collaborate to solve complex challenges facing [state] agriculture. By distributing Qualtrics surveys, participants’ agricultural knowledge and cross-group perceptions were measured during the three different phases of the program. To assess the mean differences between each phase of the program, a repeated measure MANOVA was employed for the seven constructs of agricultural knowledge and the rural-urban connection. The findings from this study indicate the effectiveness of problem-based learning (PBL) curriculum to elicit change in participants’ intergroup perceptions along with increased agricultural knowledge. The study highlights the importance for Extension personnel and agricultural educators to develop programs that encourage youth to creatively solve 21st century agricultural problems while concurrently providing an environment that youth can develop positive relationships across diverse groups.

Self-Directed Learning (SDL) was crucial for developing Self-Regulated Learning (SRL) skills, essential for success in Problem-Based Learning (PBL) settings. Objective: To explore the association between SDL and SRL, focusing on motivation, self-efficacy, and cognitive strategies. Methods: A longitudinal study design was conducted with 250 medical students in the PBL curriculum at Rawal Institute of Health Sciences Islamabad. Stratified random sampling ensured representation across academic performance levels. A structured survey assessed SDL (goal-setting, time management, and self-assessment) and SRL (motivation, self-efficacy, cognitive strategies, and behavioural regulation) using a 5-point Likert scale. Data were analysed using Chi-Square Goodness-of-Fit tests to explore distribution patterns, Bivariate Pearson correlation for relationships between SDL and SRL, and One-Way ANOVA to identify SRL differences across performance levels, with a significance threshold set at p &lt; 0.05. Results: Significant engagement in SDL components, goal-setting and intrinsic motivation (p = 0.001), with moderate correlations between specific SDL skills and SRL outcomes. Time management showed a weak but significant correlation with cognitive strategies (p = 0.03), suggesting an impact on SRL behaviours. No significant differences were observed in SRL skills across academic performance levels (p &gt; 0.05), indicating a uniform development of self-regulation skills regardless of prior achievement. High engagement in PBL discussions and peer collaboration further underlines these activities as central to fostering SDL and SRL. Conclusion: SDL in PBL shows a positive, however modest, impact on SRL outcome, management and self-assessment, which could further enhance SRL in medical education settings.

Purpose: Mental health care is limited worldwide, especially for children and adolescents. Moreover, there are barriers to using mental health services for children and adolescents, including a shortage of standardized training programs and the subsequent workforce. To solve this problem, Japan adopted problem-based learning (PBL) to enhance standardized medical education about child and adolescent psychiatry (CAP). This preliminary study aimed to evaluate online CAP studies at Nagoya University (NU), Japan, with a focus on PBL materials. Design and methods: A descriptive cross-sectional preliminary study was carried out at NU with a questionnaire developed under the Trondheim–Nagoya (TroNA) project by NU and the Norwegian University of Science and Technology (NTNU). The questionnaire, measuring students’ perceptions and understanding of the PBL curriculum and PBL in the CAP, consisted of 15 questions answered on a three-point Likert scale. To compare the PBL CAP delivered online (2021) with the established PBL CAP carried out in person (2019) at NU, an identical questionnaire was used both in 2019 and 2021. Results: The majority of medical students in both in-person (82.5%) and online (91.2%) classes agreed that PBL helped them develop clinical problem-solving skills. In addition, 53.6% of the students in the in-person class and 75.8% of the students in the online class thought PBL enhanced their understanding of CAP. In terms of specific case scenarios, the majority of students in the in-person class (59.8%) and online class (74.7%) agreed that the PBL case helped them understand the importance of a multidisciplinary approach in CAP. Conclusions: Most of the NU medical students were generally satisfied with CAP’s online PBL curriculum. The online PBL CAP curriculum with specific case scenarios can provide medical students with suitable educational means. This preliminary study can to a certain extent provide information relevant for the development of online PBL education in CAP patients and for planning to attract more future doctors to CAP.

IntroductionSelf-directed peer feedback is integral to the problem-based learning (PBL) process, but poorly scaffolded feedback processes can be inefficient and ineffective and there is little guidance on how students should structure these processes. This study aims to identify implementation considerations for a group function reflection tool and explore group feedback behaviours around the operationalization of the tool.MethodsWe conducted a qualitative study informed by direct content analysis using the group function reflection tool and conducted semi-structured focus groups in 2024 with 24 medical students and two tutors participating in a PBL curriculum. Students conducted peer feedback using the tool over four weeks, submitted feedback through an online form, and reflected on their experiences in focus groups. We analyzed feedback responses and transcripts in a staged approach, sensitized by three frameworks: the Human Factors Framework, the Task-Gap-Action model of feedback, and Thanks for the Feedback: Appreciation, Coaching, and Evaluation.ResultsWe constructed five themes: 1) appreciative feedback is often under-valued, 2) there is tension between structure and flexibility in the feedback process, 3) the interplay between written and verbal feedback, 4) the density of feedback requires careful optimization, and 5) the tool as a threat to tutors.DiscussionOperationalization of the tool exposed tensions around the peer feedback process. The tool reinforced the importance of a self-guided process for peer feedback which also requires prompting. It raised assumptions about the PBL feedback process which should be further studied to better understand peer feedback in broader contexts.

Abstract— Effective English communication is crucial in engineering but challenging for non-native speakers. This study addresses the gap in English-speaking proficiency among engineering students, particularly from B2 to C2 on the CEFR. While PBL is known for enhancing practical skills, its impact on language abilities needs exploration. This research evaluates the effectiveness of a PBL approach in improving English-speaking proficiency among engineering students, hypothesizing that PBL, focusing on real-world problems, enhances language skills through contextually rich, interactive scenarios. Using action research, 46 engineering students participated in a PBL curriculum designed to enhance English-speaking skills, involving group work on engineering problems necessitating extensive English communication. Data collection included pre- and postintervention CEFR assessments, with analysis comparing pre- and post-test results to measure significant improvements. Preliminary results show significant enhancement in participants' speaking proficiency, with most advancing from B2 to C2 post-intervention, marked by improved fluency, accuracy, and complexity in spoken English. These findings highlight PBL's potential to integrate language learning with professional skill development in engineering education. The study confirms PBL's dual benefits in technical and language education, supporting its integration into engineering curricula to improve communicative competencies alongside technical expertise. Keywords—Action Research; CEFR; Engineering Education; English Language Proficiency; Problem-Based Learning.