Challenges of Problem Based Learning

Background: The cornerstone of problem-based learning (PBL) tutoring is its facilitation skills and is vital to student learning. PBL is a major component in the undergraduate medical curriculum at the Univeristi Kebangsaan Malaysia (UKM).

 

Objectives: The objective of this study was to identify the knowledge, attitudes and skills of PBL tutors of different status and backgrounds.

 

Methods: A cross sectional study was carried out on 55 tutors with medical and non-medical backgrounds, of various academic positions, who conducted 94 tutorials. Respondents were 240 semester-1, year-1, UKM medical students of the academic session of 2007-2008. Data was collected at the end of last session of each PBL case tutorial, utilizing an evaluation form.

 

Results: The majority of tutors possessed knowledge on PBL process and showed positive attitudes towards students learning. Facilitation skills varied among the tutors. However, no significant difference was found between tutors of medical and non-medical backgrounds.

 

Conclusion: Problem processing or facilitation is a challenging task. This also depends on problem structure or designing of the problem. Every PBL tutor irrespective of their background and status must have adequate training on PBL facilitation skills and designing of problem based on critical evaluation of educational theory.