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Implementation of Problem-Based Learning by Faculty Members at 12 U.S. Medical and Dental Schools
Ahmad Abdelkarim1, Dorothy Schween2, Timothy Ford2
1Dr. Abdelkarim is Associate Professor and Chair, Department of Orthodontics, School of Dentistry, University of Mississippi Medical Center; Dr. Schween is Professor and Director, School of Education, University of Louisiana at Monroe; and Dr. Ford is Assistant Professor and Research Scientist, Oklahoma Center for Education Policy, Department of Educational Leadership and Policy Studies, Jeannine Rainbolt College of Education, University of Oklahoma. aabdelkarim@umc.edu.
Medical and dental faculty have varied views on implementing problem-based learning (PBL). While some see PBL as universally applicable, most perceive its greatest utility in clinical education settings.
Area of Science:
- Medical Education
- Dental Education
- Pedagogy
Background:
- Problem-based learning (PBL) is an educational approach.
- Understanding faculty perspectives is crucial for effective PBL implementation.
Purpose of the Study:
- To assess medical and dental faculty perceptions of problem-based learning (PBL) implementation.
- To identify suitable subjects/courses for PBL and current incorporation methods.
Main Methods:
- A survey was distributed to 12 U.S. medical and dental schools utilizing PBL.
- 161 faculty members (73 medical, 88 dental) completed the survey.
- The survey included demographic questions and open-ended inquiries on PBL application.
Main Results:
- 41% of medical and 22% of dental faculty found PBL applicable to all subjects.
- Both groups predominantly identified clinical education as the most suitable area for PBL.
- Faculty reported diverse PBL implementation strategies, some deviating from PBL's core principles.
Conclusions:
- Faculty perceptions regarding PBL applicability and implementation vary significantly.
- A notable portion of faculty view PBL as broadly applicable, while others focus on clinical settings.
- Current PBL integration methods show considerable diversity, with some approaches misaligned with PBL's educational philosophy.
