PROBLEM BASED LEARNING AND ITS IMPLEMENTATION: FACULTY AND STUDENT’S PERCEPTION
AbstractBackground: Problem based learning (PBL) is perhaps the most innovative instructional method implemented in medical education after its introduction. The objective of the study was to evaluate faculty and students’ perception about problem based learning and its implementation. Methods: The Mixed method sequential design was used to conduct this cross sectional study at Lahore Medical and Dental College (LMDC) from April to June 2012. In the first phase a survey was conducted on 25 faculty members and 235 students on the basis of non-probability convenience sampling and then 3 teachers and 5 students were interviewed in depth. The analyses of qualitative and quantitative data were integrated in the final interpretation phase to draw a conclusion. Result: Faculty (96%) and students (73.2%) consider PBL more interesting as compared to conventional teaching. Faculty (56%) and students (43.8%) thinks PBL time-consuming as compared to conventional method. 80 % faculty and 73.2% students support introducing PBL at LMDC but 88% faculty and 72% student thought that faculty training is required for its implementation. 56% Faculty were of the view that workload cannot be managed by present faculty but 51.9% student did not agree with the faculty. Almost 50% of participants thought that clinical faculty is sufficiently available for preparing clinical scenario. Both faculty (76%) and students (71.9%) agreed that PBL help in producing better result in examination. Annual intake of student at LMDC is considered adequate by 48% faculty and 41.9% students. Conclusion: PBL is popular among students and faculty of medical college. They feel it a better system and can be implemented after proper planning.Keywords: Problem based learning, PBL, Medical education, perception, Implementation, Faculty, Students, Awareness, Barriers, Advantages, and Disadvantages.
Neville, A.J. Problem-Based Learning and Medical Education, Forty Years On. Med Princ Practi 2009;18:1–9.
Barrows H.S. Problem based learning applied to Medical Education. Springfield, IL: Southren Illinois Unversity School of Medicine. 2000.
Huda N, Brula AQ. An introductory course on study skills forming a bridge between traditional and problem based learning (PBL). J Pak Med Assoc 1999;49:27–30.
Baig LA, Asad F. Introducing problem-based learning in a medical school with traditional/conventional curriculum. J Coll Physicians Surg Pak 2003;13:378–81.
Khoo HE. Implementation of problem-based learning in Asian medical schools and students perceptions of their experience. Med Edu 2003;37:401–9.
Khan I, Fareed A. Problem based learning variant: transition phase for a large institution. J Pak Med Assoc 2001;51: 271–4.
Habib F, Baig L, Mansuri FA. Opinion of medical students regarding problem based learning. J Pak Med Assoc 2006;56:430–2.
Usmani A, Sultan ST, Ali S, Fatima N, Babar S. Comparison of students and facilitators’ perception of implementing problem based learning. J Pak Med Assoc 2011;61(4):332–5.
Creswell JW. Research design, qualitative, quantitative and mixed methods approaches. 2nded. Thousand oaks’, California: Sage publications; 2003
Ringsted C, Hodges B, Scherpbier A. ‘The research compass’: an introduction to research in medical education: AMEE Guide No. 56. Med Teach 2011;33: 695–709.
Miles MB, Huberman AM. Qualitative Data Analysis. Thousand Oaks, CA: Sage Publications, 1994.)
Hamdy H. The fuzzy world of problem based learning. Medical teacher 2008;30:739–41.
Sockalingam N, Schmidt HG. Characteristics of problems for problem-based learning: the students’ perspective. Interdiscip J Prob-based learn 2011;5(1):13–5.
Taylor D, Miflin B. Problem-based learning: where are we now? Med Teach 2008;30:742–63.
Lown BA, Chou CL, Clark WD, Haidet P, White MK, Kruput E, et al. Caring attitudes in medical education: perceptions of deans and curriculum leaders. J gen intern med 2007;22:1514–22.
Norman GR, Schmidt HG. Effectiveness of problem-based learning curricula: theory, practice and paper darts. Med Educ 2000;34:721–8
Yuen Lie Lim LYL. A comparison of students’ reflective thinking across different years in a problem-based learning environment. Instr Sci 2011;39:171–88.
Yew EH, Schmidt HG. Evidence for constructive, self-regulatory, and collaborative processes in problem-based learning. Adv Health Sci Educ Theory Pract 2009;14:251–73
Matthes J, Look A, Hahne AK, Tekian A, Herzig S. The −semi-structured triple jump-a new assessment tool reflects qualifications of tutors in a PBL course on basic pharmacology. Naunyn Schmiedeberg's Arch Pharmacol springer 2008;377:55–63.
Neville AJ. Problem based learning and medical education forty years on. A review of its effects on knowledge and clinical performance. Med Princ Pract 2009;18:1–9.
Pease MA. Kuhn D. Experimental analysis of the effective components of problem-based learning. Sci Edu 2011;95:57–86.
Journal of Ayub Medical College, Abbottabad is an OPEN ACCESS JOURNAL which means that all content is FREELY available without charge to all users whether registered with the journal or not. The work published by J Ayub Med Coll Abbottabad is licensed and distributed under the creative commons License CC BY ND Attribution-NoDerivs. Material printed in this journal is OPEN to access, and are FREE for use in academic and research work with proper citation. J Ayub Med Coll Abbottabad accepts only original material for publication with the understanding that except for abstracts, no part of the data has been published or will be submitted for publication elsewhere before appearing in J Ayub Med Coll Abbottabad. The Editorial Board of J Ayub Med Coll Abbottabad makes every effort to ensure the accuracy and authenticity of material printed in J Ayub Med Coll Abbottabad. However, conclusions and statements expressed are views of the authors and do not reflect the opinion/policy of J Ayub Med Coll Abbottabad or the Editorial Board.
USERS are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.
AUTHORS retain the rights of free downloading/unlimited e-print of full text and sharing/disseminating the article without any restriction, by any means including twitter, scholarly collaboration networks such as ResearchGate, Academia.eu, and social media sites such as Twitter, LinkedIn, Google Scholar and any other professional or academic networking site.