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Attitudes and opinions of faculty tutors about problem-based learning
1Department of Family and Community Medicine, University of Missouri-Columbia School of Medicine.
Summary
Faculty tutors generally prefer problem-based learning (PBL) over traditional methods for medical education, citing increased student engagement and personal satisfaction. However, traditional approaches remain favored for basic science knowledge acquisition.
Area of Science:
- Medical Education Research
- Curriculum Development
- Pedagogy in Higher Education
Background:
- Limited systematic research on faculty perceptions of problem-based learning (PBL).
- Need to understand faculty attitudes towards PBL versus traditional medical education.
Purpose of the Study:
- To assess faculty tutor opinions on the merits of PBL compared to traditional medical education.
- To investigate how variables like program type and faculty experience influence these attitudes.
Main Methods:
- Survey of 1,287 faculty PBL tutors across 22 U.S. and Canadian medical schools.
- Utilized Likert-type and open-ended questions to gather data.
- Achieved a 69% response rate (882 participants).
Main Results:
- Respondents favored PBL over traditional methods in overall attitudes and seven specific areas, including student/faculty enthusiasm and reasoning skills.
- Both methods were deemed equally efficient for learning.
- Traditional methods were preferred for basic science factual knowledge.
- PBL popularity varied by program type (PBL-track, newest/oldest programs) and specialty (primary care, nontraditional).
Conclusions:
- Faculty experiences support PBL's strengths in areas like engagement and satisfaction, aligning with prior studies.
- Faculty express reservations about PBL but hold opinions potentially grounded in evidence.
- Findings provide a nuanced view of PBL's effectiveness and faculty acceptance.