Opinions of an Iranian nursing faculty on barriers to implementing problem-based learning.
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.
Vahidi
R G
RG
National Public Health Management Center, Tabriz University of Medical Sciences, Tabriz, Islamic Republic of Iran. vahidireza@yahoo.com
Azamian
A
A
Valizadeh
S
S
D000328:Adult; D001291:Attitude of Health Personnel; D003299:Cooperative Behavior; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D005181:Faculty, Nursing / Q000458:organization & administration*; D005260:Female; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007400:Interprofessional Relations; D007492:Iran; D008297:Male; D008875:Middle Aged; D009042:Motivation; D020380:Needs Assessment / Q000458:organization & administration*; D024802:Nurse's Role; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D018794:Problem-Based Learning / Q000458:organization & administration*; D011361:Professional Competence; D016730:Program Development; D015397:Program Evaluation; D013338:Students, Nursing / Q000523:psychology; D011795:Surveys and Questionnaires; D013663:Teaching / Q000458:organization & administration