Identification of the challenges teachers face in teaching small problem-based learning (PBL) groups in the College of Medicine, King Faisal University, Kingdom of Saudi Arabia: a qualitative study

Alothman, Shaima and Tombs, Michal ORCID: https://orcid.org/0000-0003-2789-5417 2024. Identification of the challenges teachers face in teaching small problem-based learning (PBL) groups in the College of Medicine, King Faisal University, Kingdom of Saudi Arabia: a qualitative study. MedEdPublish 14 , 63. 10.12688/mep.20163.1

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Abstract

Background Recognizing the challenges that teachers face offers a platform for devising innovative teaching strategies, thereby boosting teacher performance. This study seeks to pinpoint the obstacles teachers encounter while conducting small problem-based learning (PBL) groups and to recommend measures that guide educational institutions in determining teacher training needs. Furthermore, the study explores the creation of interventions to bolster PBL teaching practices. Methods Utilizing a qualitative approach, semi-structured interviews were administered, prompting participants to contemplate the difficulties of instructing small PBL groups. Ten medical educators, purposefully selected based on their PBL teaching experience, participated. Verbatim transcripts were meticulously analysed using thematic analysis, facilitating code production, comparison, and overarching theme generation. Results The data underscored challenges associated with adopting PBL in a traditional educational setting, emphasizing the imperative for honed facilitation skills, fostering motivation towards PBL, and addressing the ramifications of students' conventional learning backgrounds. Notably, the accruement of experience over time, the enhanced confidence from managing diverse PBL groups, and the importance of knowledge exchange and shared experiences emerged as vital for PBL educators' professional growth. Conclusions Actively supporting teachers as they navigate shifts in their roles and urging the incorporation and adept application of teaching techniques can elevate teacher efficacy. Recommendations include the initiation of a teacher development program, the allocation of ample time and resources for student participation in PBL activities, the introduction of a comprehensive teacher assessment system, and the integration of quantitative research methods to further enrich teacher practices and professional advancement.

Item Type:	Article
Date Type:	Published Online
Status:	Published
Schools:	Medicine
Publisher:	Taylor and Francis
ISSN:	2312-7996
Date of First Compliant Deposit:	16 September 2024
Date of Acceptance:	13 September 2024
Last Modified:	08 Oct 2024 11:14
URI:	https://orca.cardiff.ac.uk/id/eprint/172119

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