PDF(Pubmed)
Abstract：
BACKGROUND: Implementing PBL in teaching and learning can be challenging due to a variety of complex barriers. Studies on barriers to the implementation of problem-based learning in Ethiopia are scarce. This study aimed to explore the barriers to the implementation of problem-based learning at the Debre Berhan University Medical School.
METHODS: A qualitative study was conducted among faculty and medical students at the medical school. Purposive sampling was used to select participants. Semi-structured interviews were conducted with tutors and academic leaders, including the problem-based learning coordinator, the biomedical sciences coordinator, and the school dean. Data was also collected from students through focus group discussions. All interviews and discussions were recorded. The four steps of data analysis of Spradley, including domain analysis, taxonomic analysis, componential analysis, and theme analysis, were employed.
RESULTS: The study identified student-related, tutor-related, case scenario-related, and assessment-related barriers as the most significant obstacles to implementing problem-based learning. These barriers included work overload for both students and tutors, lack of training and experience among tutors, student reluctance, absence of standardized case scenarios, subjectivity of assessment methods, and on-the-spot assessment of students.
CONCLUSIONS: Lack of both tutor and student commitment, lack of standardized cases, absence of a recognition of staff input, gap in communication skills, work overload, lack of continuous training, and at-spot evaluation of students were identified as the main barriers to the implementation of PBL.
METHODS: A qualitative study was conducted among faculty and medical students at the medical school. Purposive sampling was used to select participants. Semi-structured interviews were conducted with tutors and academic leaders, including the problem-based learning coordinator, the biomedical sciences coordinator, and the school dean. Data was also collected from students through focus group discussions. All interviews and discussions were recorded. The four steps of data analysis of Spradley, including domain analysis, taxonomic analysis, componential analysis, and theme analysis, were employed.
RESULTS: The study identified student-related, tutor-related, case scenario-related, and assessment-related barriers as the most significant obstacles to implementing problem-based learning. These barriers included work overload for both students and tutors, lack of training and experience among tutors, student reluctance, absence of standardized case scenarios, subjectivity of assessment methods, and on-the-spot assessment of students.
CONCLUSIONS: Lack of both tutor and student commitment, lack of standardized cases, absence of a recognition of staff input, gap in communication skills, work overload, lack of continuous training, and at-spot evaluation of students were identified as the main barriers to the implementation of PBL.
摘要：
背景：由于各种复杂的障碍，在教学和学习中实施PBL可能具有挑战性。关于埃塞俄比亚实施基于问题的学习的障碍的研究很少。本研究旨在探讨DebreBerhan大学医学院实施基于问题的学习的障碍。
方法：在医学院的教师和医学生中进行了一项定性研究。目的抽样用于选择参与者。对导师和学术带头人进行了半结构化访谈,包括基于问题的学习协调员，生物医学科学协调员，还有学校院长.还通过焦点小组讨论从学生那里收集了数据。所有的采访和讨论都被记录下来。Spradley数据分析的四个步骤,包括领域分析，分类学分析，成分分析，和主题分析，被雇用。
结果：该研究确定了与学生有关的，与家教有关，案例场景相关，与评估相关的障碍是实施基于问题的学习的最重要障碍。这些障碍包括学生和导师的工作超负荷，导师缺乏培训和经验，学生不情愿，缺乏标准化的案例场景，评估方法的主观性，和学生的现场评估。
结论：缺乏导师和学生的承诺，缺乏标准化的案例，不承认工作人员的投入，沟通技巧的差距，工作过载，缺乏持续的培训，学生的现场评估被认为是实施PBL的主要障碍。
方法：在医学院的教师和医学生中进行了一项定性研究。目的抽样用于选择参与者。对导师和学术带头人进行了半结构化访谈,包括基于问题的学习协调员，生物医学科学协调员，还有学校院长.还通过焦点小组讨论从学生那里收集了数据。所有的采访和讨论都被记录下来。Spradley数据分析的四个步骤,包括领域分析，分类学分析，成分分析，和主题分析，被雇用。
结果：该研究确定了与学生有关的，与家教有关，案例场景相关，与评估相关的障碍是实施基于问题的学习的最重要障碍。这些障碍包括学生和导师的工作超负荷，导师缺乏培训和经验，学生不情愿，缺乏标准化的案例场景，评估方法的主观性，和学生的现场评估。
结论：缺乏导师和学生的承诺，缺乏标准化的案例，不承认工作人员的投入，沟通技巧的差距，工作过载，缺乏持续的培训，学生的现场评估被认为是实施PBL的主要障碍。
