Problem based learning as a novel mode of information transfer for faculty development in Pakistan: a phenomenological study

ABSTRACT

To explore faculty experiences about 'problem based learning1 used as a faculty development approach in understanding and applying the core concepts and issues in health professions education through their views and opinions. It was a qualitative phenomenological study. The study was conducted at Islamic International Medical College, Rawalpindi, Pakistan. Data was collected in 2006, 2010 and 2013 respectively with three batches of M. Phil basic medical sciences students and data analysis done in 2013. Hence, total duration of study is three and half years. The selected study subjects were 16 faculty members [medical and dental] from three batches of M.Phil basic medical sciences course who participated in a Post Graduate Certificate Course in Medical Education. In this study, semi structured interviews were conducted and interview notes were taken, in order to explore the faculty experiences about the 'problem based learning1 used as a mode of information transfer and faculty development approach. The data verbatim transcribed through interview notes, coded and thematic analysis was done manually. Results were in the form of description of faculty1 lived experiences with the PBL. Findings indicated that faculty perceived problem based learning1 as a very useful learning tool. This study indicated that a well-constructed PBL case scenario, based on common and real teaching problems in medical education can have a substantial effect on enhancing the performance of faculty/medical teacher's performance that helps in better 'learning transfer1 of teaching skill