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Updated: Jul 19, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Published on: December 9, 2022

Developing student-centred perspectives in PBL: how teacher profiles reveal educational needs for faculty development

Lukas Daniel Leatemia¹, Astrid Pratidina Susilo², Jeroen Donkers³

¹Department of Medical Education, Faculty of Medicine, Mulawarman University, Samarinda, East Kalimantan, Indonesia. luke_dl@yahoo.com.

BMC Medical Education

|August 16, 2023

Summary

Six teacher profiles were identified, revealing specific educational needs in Asian higher education. Tailored faculty development programs are recommended to foster student-centered perspectives, enhancing Problem-Based Learning (PBL) success.

Keywords:

Faculty development Onion model PBL Student-centred perspectives Teacher profiles

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Area of Science:

Higher Education Pedagogy
Educational Psychology

Background:

Problem-Based Learning (PBL) adoption in Asian higher education is hindered by a lack of student-centered teaching perspectives among faculty.
Current faculty development programs inadequately address the specific educational needs of teachers for effective PBL implementation.

Purpose of the Study:

To identify distinct teacher profiles based on their educational perspectives.
To explore the relationship between these teacher profiles and the extent of prior Problem-Based Learning (PBL) training received.

Main Methods:

Latent profile analysis was conducted on survey data from 543 teachers, assessing perspectives across Korthagen's onion model of reflection.
Chi-square and Mann-Whitney tests were used to analyze the relationship between identified profiles and PBL training.

Main Results:

Six teacher profiles were identified, analogous to the diffusion of innovations theory's adopter categories.
While PBL training amount did not significantly differ across profiles, more innovative profiles received slightly more training.
Increased PBL training correlated with higher student-centeredness scores in three profiles, but not when individual aspects were analyzed separately.

Conclusions:

Existing faculty development programs require redesign to align with the identified teacher profiles and their specific educational needs.
A tailored approach to faculty development is crucial for effectively promoting student-centered perspectives and improving PBL outcomes.