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Related Experiment Videos

Knowledge and attitude of faculty members on problem based learning.

M E Rahman1, S Rahman, K M Musa

  • 1Mymensingh Medical College.

Mymensingh Medical Journal : MMJ
|January 30, 2004
PubMed
Summary

A symposium significantly improved medical faculty knowledge and attitudes towards problem-based learning (PBL). Exposure to PBL education enhanced perceptions of its effectiveness in problem-solving and self-directed learning.

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Area of Science:

  • Medical Education
  • Pedagogy in Higher Education

Background:

  • Problem-based learning (PBL) is an innovative educational approach.
  • Assessing faculty knowledge and attitudes is crucial for implementing new teaching methods.

Purpose of the Study:

  • To evaluate the impact of a symposium on faculty members' knowledge and attitudes regarding PBL.
  • To compare pre- and post-symposium perceptions of PBL effectiveness.

Main Methods:

  • An intervention study conducted at Mymensingh Medical College.
  • Pre- and post-symposium surveys administered to 48 and 45 faculty members, respectively.
  • Self-administered questionnaires assessed knowledge and attitudes towards PBL.

Main Results:

  • Faculty knowledge on PBL significantly increased from 17% to 61% post-symposium (P < 0.001).

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  • Positive shifts observed in attitudes: 73% found PBL effective for problem-solving (vs. 60%), 69% preferred it over traditional teaching (vs. 51.1%), and 69% believed it enhances self-directed learning (vs. 52%).
  • A significant increase in faculty willingness to adopt PBL in clinical teaching and recommend it for the undergraduate curriculum was noted.

    • Conclusions:

    • A symposium effectively enhances faculty knowledge and attitudes towards problem-based learning.
    • The findings support the integration of PBL into medical education to foster critical thinking and lifelong learning skills.
    • Further research can explore long-term impacts and broader adoption strategies for PBL.