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Perceptions of faculty and students regarding Problem Based Learning: A mixed methods study.

Ishtiaq Ali Khan1, Farhan Khashim Al-Swailmi2

  • 1Department of Surgery, Faculty of Medicine, Northern Border University Arar, Saudi Arabia.

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|December 3, 2015
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Summary

Faculty perceptions of problem-based learning (PBL) were mixed, with many conducting it using traditional methods. Students recognized content benefits but missed other PBL advantages, indicating a need for better faculty adoption of this educational approach.

Keywords:
PBL, Faculty development, Facilitator, Mixed methods.

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Area of Science:

  • Medical Education
  • Pedagogy

Background:

  • Problem-based learning (PBL) is an innovative educational strategy.
  • Assessing faculty and student perceptions is crucial for effective implementation.

Purpose of the Study:

  • To evaluate faculty and student perceptions of problem-based learning at Northern Border University.
  • To identify challenges and successes in PBL application.

Main Methods:

  • A mixed-methods approach was used, combining questionnaires for faculty and focus group discussions with students.
  • Faculty participation involved 44 members, with observations of PBL sessions.
  • Student data was collected via audio-taped, transcribed focus group discussions.

Main Results:

  • Half of the faculty (50%) believed PBL was superior to lecture-based learning.
  • A majority of faculty (72.7%) used the 'seven jumps' method for PBL.
  • Students valued PBL for subject content acquisition but were unaware of its broader benefits.

Conclusions:

  • Faculty require further development to fully embrace and effectively implement problem-based learning.
  • Bridging the gap between faculty practice and student understanding of PBL is essential.