Ishtiaq Ali Khan1, Farhan Khashim Al-Swailmi2. 1. Department of Surgery, Faculty of Medicine, Northern Border University Arar, Saudi Arabia. 2. Department of Ophthalmology, Faculty of Medicine, Northern Border University Arar, Saudi Arabia.
Abstract
OBJECTIVE: To determine perception of faculty and students regarding problem-based learning. METHODS: The study was conducted at Northern Border University, Arar, Kingdom of Saudi Arabia, from May 21to November 21, 2014. Data was collected on a structured close-ended questionnaire from faculty members. Application of problem-based learning by the faculty was assessed through observations of first such session of medical students. Observations were recorded on a structured checklist. Perceptions of students about learning methodology were determined through focused group discussion which was audio-taped and transcribed. Qualitative data was analysed through content analysis and quantitative data through SPSS 16. RESULTS: Of the 60 faculty members, 44(73%) took part in the study. Of them, 35(79.5%) were males and 9(20.5) were females. There were 23(52%) assistant professors and 31(70.45%) were trained in problem-based learning. Overall, 22(50%) faculty members thought that it was better than lecture-based learning; and 32(72.7%) stated that they conducted problem-based learning in classic seven jumps. In focus group discussions, students appreciated learning subject content but could not identify other benefits of problem-based learning. CONCLUSIONS: Faculty still had to come to terms with application of problem-based learning methodology.
OBJECTIVE: To determine perception of faculty and students regarding problem-based learning. METHODS: The study was conducted at Northern Border University, Arar, Kingdom of Saudi Arabia, from May 21to November 21, 2014. Data was collected on a structured close-ended questionnaire from faculty members. Application of problem-based learning by the faculty was assessed through observations of first such session of medical students. Observations were recorded on a structured checklist. Perceptions of students about learning methodology were determined through focused group discussion which was audio-taped and transcribed. Qualitative data was analysed through content analysis and quantitative data through SPSS 16. RESULTS: Of the 60 faculty members, 44(73%) took part in the study. Of them, 35(79.5%) were males and 9(20.5) were females. There were 23(52%) assistant professors and 31(70.45%) were trained in problem-based learning. Overall, 22(50%) faculty members thought that it was better than lecture-based learning; and 32(72.7%) stated that they conducted problem-based learning in classic seven jumps. In focus group discussions, students appreciated learning subject content but could not identify other benefits of problem-based learning. CONCLUSIONS: Faculty still had to come to terms with application of problem-based learning methodology.
Authors: Abdul Haseeb; Muhammad Bilal; M Ahmed Ansari; Ahmed Raheem; Aleena Khan; Mohammad Hussham Arshad; Vanita Motiani; Muhammad Shahzeb Akhtar Journal: J Clin Diagn Res Date: 2016-04-01