Problem based learning: tutors' views 5 years after implementation at a sub-Saharan University.

Area of Science:

• Health Professions Education
• Curriculum Development
• Pedagogy

Background:

• Effective curriculum evaluation is essential for maintaining educational quality.
• Assessing teaching and learning activities ensures continuous improvement.

Purpose of the Study:

• To evaluate teachers' perceptions of student teaching and learning activities.
• To assess the effectiveness of a 5-year Problem-Based Learning (PBL) program.

Main Methods:

• Cross-sectional descriptive study involving 150 teachers from 23 departments.
• Data collected via a 25-item self-administered questionnaire.
• Analysis of student assessment, self-directed learning, feedback, and clinical exposure.

Main Results:

• PBL/COBES approach effectively promotes self-directed and lifelong learning.
• Early clinical exposure is a well-accepted teaching strategy.
• While COBES activities were organized, staff involvement in feedback was limited.

Conclusions:

• The PBL/COBES program demonstrated successful execution and high faculty acceptance.
• Enhancing consistent staff feedback is crucial for curriculum improvement.
• Self-institutional curriculum review offers a cost-effective method for rapid feedback.