Assessing me Opinions of Teachers regarding the Possibility of Implementing PBL in the Atrial, Basic and Clinical Course at B.S Level at Tabriz University of Medical Sciences.

Abstract

Abstract: Introduction: PBL is an important which play a basic role in the promotion of education and integration of theoretic and basic knowledge. The practice PBL has been endorsed as an effective education at strategy in the promotion of student clinical skills. But yet there are major barriers to implement this method of education therefore it is necessary to recognize barriers to implement this method of education therefore it is necessary to recognize barriers in order to decrease or outcome barriers through suitable intervention to prepare environment for implementation PBL. Methods: This survey is a descriptive analytic study that to assess current barrier of implementing PBL in the basic, theoretical and clinical course in B.s nursing and midwifery faculty. In this study a questionnaire is used to assess the opinion of faculty teachers in regarding to barriers. The questionnaire is divided into 2 section. First section includes 9 question about general specifications of the subjects and second section includes 43 question which are about the effectiveness of PBL, teacher and students' abilities, skills, facilitates, logistic policy statement subjects include all of the teachers basic, theoretical and clinical teachers. Who teach at nursing and midwifery faculty in the first and second term of year 2001? Census was used at the sampling method in this study. The total sample was 104 subjects. Data analysis was done using SPSS/Win10 and descriptive statistic (frequency, percent, mean, and stud -deviation) and analytic statistic (one way ANOVA, Wilcoxon). Results: 95% of basic science teachers, 100% of theoretic teachers, 93.9% of practice teachers and 100% of the theoretic –practice teachers on average were ware at conditions and criteria necessary for implantation of PBL in the basic, practice and theoretic courses of nursing and midwifery. Teachers with mean value of 2.3 from 5 believed that the most weakness are related to students which includes factors such as team work skills, communication skills and lack at interest in new method of teaching PBL the teachers by 2.1 from 5 score believe that high number of students, deficit of teachers, high costs for startup and maintenance of PBL are among the other weakness. There are significant difference between view of clinical teachers and clinical theoretic teachers about possibility of implantation of PBL in difference courses and there is no significant difference statistic among other groups of teachers. Conclusion: Although finding of this study show that necessary condition for implantation of PBL is almost at average level but yet for implantation PBL there are major barriers. Such as the lack at ability of students in the team work skills, communication skills, willingness at students to change the curriculum, deficiency of skilled teachers and issues related to startup cost and maintenance of PBL. Therefore in order to overcome some at these barriers, it is necessary that medical education system authorities to develop come kind strategy to improve the team work skills of student, reduce the number of students admission, increase of the number teachers improve the managers commitment and through informed intervention guarantee success of the PBL. In addition to the use strategies, the authorities can work various policies such as implementation PBL, in high school course which possibly will increase the student preparation's to work on PBL methods at university courses.