Author/Authors :
Zarghi, Nazila mashhad university of medical sciences - Faculty of Nursing and Midwifery, ايران , Zarghi, Nazila mashhad university of medical sciences - Education Development Center - Students Committee Unit, Mashhad , Akbari Lakeh, Maryam mashhad university of medical sciences - Education Development Center, Mashhad , Akbari Lakeh, Maryam mashhad university of medical sciences - Faculty of Medicine - Department of Medical Education, ايران , Lookian, Farzaneh mashhad university of medical sciences - Faculty of Medicine, ايران , Lookian, Farzaneh mashhad university of medical sciences - Education Development Center, Mashhad , Baradaran, Aslan mashhad university of medical sciences - Faculty of Medicine, ايران , Baradaran, Aslan mashhad university of medical sciences - Education Development Center, Mashhad , Baghestani, Zahar mashhad university of medical sciences - Education Development Center, ايران , Baghestani, Zahar mashhad university of medical sciences - Faculty of Medicine, Mashhad , Jomezadeh, Mohammad Reza mashhad university of medical sciences - Faculty of Medicine, ايران , Jomezadeh, Mohammad Reza mashhad university of medical sciences - Education Development Center - Students Committee Unit, Mashhad , Mousavi, Reza mashhad university of medical sciences - Faculty of Medicine - Department of Internal Medicine, ايران , Mousavi, Reza mashhad university of medical sciences - Education Development Center - Students Committee Unit, Mashhad
Abstract :
Background: Problem-based learning (PBL) has been defined as the learning that results from the process of working toward the understanding or resolution of a problem. We decided to solve the enigma of PBL in our university via this strategy. Methods: In this case, 8 PBL tutorials were held for 30 observers in Mashhad University of Medical Sciences (MUMS). The “PROBLEM” should be solved was “PBL”. A handout was prepared for observers by a tutor as a big picture of each session and all faculty members received it two times. The tutorial group, especially the tutor had to involve in observers’ questions and comments during and also after the sessions. After 8 sessions, faculty members were asked to complete the valid and reliable questionnaire (r=0.74) electronically, including criteria by which the impact of this course on faculty members and students could be observed. Descriptive statistics were used to analyze data. Results: Thirty observers participated in this study. Around 71% have learnt the essentials of this method. More than 76% reported the feasibility of this course. 86% of the participants trusted in their ability to their own development. For more than 90% course material was attractive. Around 90% of participants reported their interest in passing the complementary courses. 57.14 % strongly expected themselves to do PBL well. Just 14.28% participated in this course because of certification. Conclusions: It seems that both participants and observers were encouraged to participate in tutorials. Therefore, planning for working based on PBL approach will be necessary. Keywords: PBL approach, Learning experience, Teaching experience
