Problem Based Learning Development Program at Bahria University Medical and Dental College

• Main Authors: Rehana Rehman (Author), Zil- (Author), Ambreen Usmani (Author), Rabiya Rehan (Author)
• Format: Book
• Published: ziauddin University, 2024-05-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 2313-7371; 2308-2593
• Keywords: Biochemistry; QD415-436; Dentistry; RK1-715; Therapeutics. Pharmacology; RM1-950; Medicine (General); R5-920
• Source: Pakistan Journal of Medicine and Dentistry, Vol 2, Iss 2 (2024)

ABSTRACT Background: Problem based learning (PBL) introduced by Howard Barrows at McMaster University in 1969 is generaliy regarded as an effective learning strategy with an active process of personal cognitive construction. Many medical colleges have adapted this methodology as partial or complete part of their curriculum. This strategy not only caters to the knowledge domain but also polishes attitude and soft skills in an individual. Objectives: To evaluate efficacy of PBL development program carried out at Bahria IJniversity Medical & Dental College (BUMDC) Methods: It was a cross sectional study conducted after completion of PBL development program at BUMDC from November 2008 till Dec 2011. Perception of faculty members about the program was acquired by purposeful sampling technique through a self reported questionnaire. All faculty members involved in PBL program were included. Their response was assessed on a 5-point Likert scale with a score of I-strongly disagree (SDA), 2-disagree (DA), 3=neutral (N), 4= agree (A), 5=strongly agree (SA).The data was analyzed by SPSS version 15 Results: Faculty was exposed to 5 training workshops after which a total of 12, 27, 29 and 28 PBLs in 2008, 2009, 201 0 and 2011 respectively were prepared and presented in structured meetings. The participants who responded (96%) were 34 lecturers, 10 Assistant Professors, 2 Associate Professors and 3 Professors. It was found that 37% of respondents who did not have prior experience of constructing PBL learnt to apply this learning strategy. They also became aware of its existence, importance, significance, relevance and corrected their deficiencies (73%). Conclusion: The PBL development program organized through workshops helped faculty members at BIJMDC to accept this teaching strategy with it true philosophy, involvement and professional commitment. KEY WORDS: Problem Based Learning, Facilitator's Perceptions, Structured Meetings.