DESIGN, IMPLEMENTATION AND EVALUATION OF A FACULTY DEVELOPMENT PROGRAM IN PROBLEM-BASED LEARNING CORE SKILLS IN FACULTY OF MEDICINE, ALEXANDRIA UNIVERSITY

Document Type : Preliminary preprint short reports of original research

Authors

1 Department of Medical Education, Faculty of Medicine, University of Alexandria.

2 Department of Pediatrics, Faculty of Medicine, Alexandria University.

3 Department of Histology and Cell Biology, Faculty of Medicine, Alexandria University.

4 Department of Medical Biochemistry , ,Faculty of Medicine , University of Alexandria

5 Department of Medical Education, Faculty of Medicine, Alexandria University.

Abstract

Alexandria Faculty of Medicine (AFM) is adopting a problem-based learning (PBL) approach in the new joint Alexandria/Manchester program. PBL is one of the innovative approaches that promotes students’ self-directed learning and clinical reasoning skills. Success of the learning process in PBL is largely dependent on faculty members’ acceptance and commitment to the role of facilitators. This role differs substantially from tutor’s role in the traditional approach. Since it's the first time to apply PBL at AFM, adequate training of faculty members is needed to support their transformation into PBL facilitators.
Aim of the Work
The aim of this study was to design, implement and evaluate a faculty development program in PBL core skills. This study was conducted to:
• Evaluate the effect of PBL training workshops on improving faculty members’ knowledge about- and attitudes towards PBL.
Subjects & Methods:
This study was conducted on 112 faculty members and teaching assistants from different basic and clinical sciences’ departments (attendees of six consecutive workshops) who applied for the PBL faculty development program during the academic year 2020/2021 at AFM. Voluntary application/participation in the program was open to all faculty at AFM.

Keywords

ALEXMED ePosters
Volume 4, Issue 3
September 2022
Pages 9-10

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