RESUMO
We investigated the opinions of all 53 lecturers in the nursing faculty of Tabriz University of Medical Sciences about barriers to implementation of problem-based learning (PBL). A 13-item questionnaire was used which included questions on number and preparedness of students and lecturers, educational space and course content. We found that 95% of the respondents believed that the most important barrier was the students' lack of knowledge and skills in group work and active interaction; 94% also believed that the change in their role from lecturer to facilitator would not reduce their motivation but it could be a potential barrier. The majority (98%) indicated that the cost of implementation and maintenance of PBL, too many students and a shortage of lecturers competent in PBL were among the barriers that needed to be considered.
Assuntos
Atitude do Pessoal de Saúde , Bacharelado em Enfermagem/organização & administração , Docentes de Enfermagem/organização & administração , Avaliação das Necessidades/organização & administração , Aprendizagem Baseada em Problemas/organização & administração , Adulto , Comportamento Cooperativo , Currículo , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Relações Interprofissionais , Irã (Geográfico) , Masculino , Pessoa de Meia-Idade , Motivação , Papel do Profissional de Enfermagem , Pesquisa em Educação em Enfermagem , Pesquisa Metodológica em Enfermagem , Competência Profissional , Desenvolvimento de Programas , Avaliação de Programas e Projetos de Saúde , Estudantes de Enfermagem/psicologia , Inquéritos e Questionários , Ensino/organização & administraçãoRESUMO
We investigated the opinions of all 53 lecturers in the nursing faculty of Tabriz University of Medical Sciences about barriers to implementation of problem-based learning [PBL]. A 13-item questionnaire was used which included questions on number and preparedness of students and lecturers, educational space and course content. We found that 95% of the respondents believed that the most important barrier was the students' lack of knowledge and skills in group work and active interaction; 94% also believed that the change in their role from lecturer to facilitator would not reduce their motivation but it could be a potential barrier. The majority [98%] indicated that the cost of implementation and maintenance of PBL, too many students and a shortage of lecturers competent in PBL were among the barriers that needed to be considered
