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Faculty Perception Towards a "Hybrid" Problem Based Learning Methodology.

Nitin Joseph1, Animesh Jain2, Shashidhar M Kotian3

  • 1Associate Professor, Department of Community Medicine and Member of Medical Education Unit, Kasturba Medical College , Light House Hill Road, Manipal University, Mangalore, India .

Journal of Clinical and Diagnostic Research : JCDR
|January 5, 2017
PubMed
Summary
This summary is machine-generated.

Faculty members generally have a positive perception of the hybrid Problem-Based Learning (PBL) methodology. Key areas for improvement include formalized training, integrated sessions, varied exercises, and student assessment in PBL.

Keywords:
FacultiesHybrid modelPerceptionProblem based learning

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Area of Science:

  • Medical Education
  • Pedagogy

Background:

  • Problem-Based Learning (PBL) is an active learning strategy.
  • Hybrid PBL integrates online and face-to-face components.
  • Assessing faculty perception is crucial for effective implementation.

Purpose of the Study:

  • To evaluate faculty perceptions of a hybrid Problem-Based Learning (PBL) methodology.
  • To identify challenges and areas for enhancement in PBL facilitation.

Main Methods:

  • Sequential mixed-methods approach.
  • Phase I: Validated self-administered questionnaire.
  • Phase II: Individual faculty interviews.
  • Phase III: Focus group discussions.

Main Results:

  • 9 out of 10 faculty members reported good perception of hybrid PBL.
  • 1 faculty member reported average perception.
  • Identified needs: formalized PBL training, integrated sessions, varied exercises, and session-specific student assessment.

Conclusions:

  • Hybrid PBL is perceived positively by most faculty.
  • Enhanced faculty training and curriculum integration are recommended for optimal PBL effectiveness.