Opinions of an Iranian nursing faculty on barriers to implementing problem-based learning.

Abstract

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.