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Faculty attitudes and opinions about problem-based learning

D T Vernon1, M C Hosokawa

  • 1Department of Family and Community Medicine, University of Missouri-Columbia School of Medicine 65212, USA.

Academic Medicine : Journal of the Association of American Medical Colleges
|November 1, 1996
PubMed
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Faculty attitudes toward problem-based learning (PBL) varied significantly based on their participation level and teaching roles in a new medical curriculum. Participants viewed PBL more favorably than non-participants, highlighting its strengths in clinical reasoning.

Area of Science:

  • Medical Education
  • Curriculum Development
  • Faculty Development

Background:

  • Existing research on faculty attitudes towards problem-based learning (PBL) has primarily focused on tutors.
  • This study investigated the perspectives of non-participating faculty and those involved in alternative roles within a new PBL curriculum.

Purpose of the Study:

  • To examine the attitudes of medical school faculty towards a new problem-based learning (PBL) curriculum.
  • To compare the views of faculty who did not participate in PBL with those who participated in non-tutoring roles.

Main Methods:

  • A questionnaire, previously used for PBL tutors, was administered to 494 faculty members at the University of Missouri-Columbia School of Medicine.
  • Data was collected at the end of the first year of the new PBL curriculum implementation.

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Main Results:

  • Faculty participants (76% response rate) held significantly more positive views of the PBL curriculum compared to non-participants (28% response rate).
  • Both groups rated the curriculum highly for student interest, clinical preparation, and medical reasoning, but lower for basic science factual knowledge and learning efficiency.
  • Faculty attitudes were influenced by their teaching roles, with PBL tutors and small group leaders showing more favorable opinions than lecturers.

Conclusions:

  • Faculty attitudes towards the PBL curriculum were strongly correlated with their level and type of engagement.
  • Differences in faculty roles plausibly explained variations in their opinions regarding the curriculum's strengths and weaknesses.
  • Despite faculty concerns about factual knowledge acquisition, student performance on licensing exams suggested the PBL curriculum effectively supported this area.