Challenges in Problem Based Learning Implementation in Debreberhan University, College of Medicine, Debrebirhan, Ethiopia.
No Thumbnail Available
Date
2016-11
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Abeba Universty
Abstract
Background: Ethiopia’s Federal Ministry of Health (FMOH), in collaboration of Federal Ministry of Education (FMOE) and other partners, has developed strategies to address health workforce challenges by introducing the Medical Education Initiatives (MEI).The new medical education curriculum adopts alternative teaching and learning strategies that helps student to become self-directed learners and guidance in clinical decision making process. Learning in problem based learning (PBL) schools, is based on integration of subjects and disciplines throughout the program. FMOH expand higher education by opening 13 new medical schools that all schools use PBL as one of the teaching methodology since 2011.However many of the newly opened schools faces significant challenges including shortage of qualified instructor and educators, lack of infrastructure and a lack of learning resources for implementing PBL. DebreBerhan medical school is also among those medical schools that face similar challenges. The management of such a curriculum becomes vital to the delivery of this program.
Objectives: The aim of this study is to explore challenges and strength in PBL implementation in a new PBL based medical School, DebreBerhan University College of medicine from the side of student, tutor and administrative body. The Identified factors would be used to guide implementation of PBL in the medical education system in DebreBerhan university medical school and for other schools that use PBL.
Methods: Explorative descriptive study design to implementation of the curriculum using semi-structured interview questionnaire for tutor and administrative body (dean), focus group discussion for students. Purposive samplings were employed to select the participants. Interviews and focus group discussion was recorded by tape-recorder Data was analyzed by transcribed and coded and categorized into five themes by research assistant and th researcher manually.
Conclusion: The delivery of a Problem-based Learning curriculum in a newly established medical school requires a centralized management structure. Commitment to the philosophy of PBL to a realistic acceptance of a role change needed for the effectiveness of PBL implementation and facilitation by academic staff. The major challenges, which were identified, are tutors are not committed, no standardized cases preparation, no strong management system, which recognize the input of staff. In addition, poor assessment system and students coming from different disciplines was the main challenge for the students as well as for the tutors.
Recommendation: Tutors who participate in PBL should be rewarded by giving recognition for writing problem scenarios and for small group teaching, just as they would be for lecturing. In addition, tutors should get continuances capacity building training about PBL and how to facilitate small group discussions. Faculty should create a forum/workshop/ for facilitators to discuss PBL issues as they arise. Assessment of students and evaluation of teaching must be made appropriate. There should be PBL case commttee from different subject experts, as well its own responsible coordinator to see its effective implementation.
Description
Keywords
PBL, DebreBerhan, Gualitative Study, Challenges