Staff comfort/discomfort with problem-based learning. A preliminary study

A pilot survey of staff responses to several aspects of the PBL approach focuses on issues of comfort with the process, knowledge and understanding of PBL, and preparation for the teaching role in PBL.

Abstract

Crucial to the implementation and success of any educational program, especially problem-based learning (PBL), is the support and co-operation from staff involved in its use. It is suggested that this support and co-operation is dependent on their understanding of and comfort with the process especially when PBL may require substantial change in teaching practices. This paper reports the results of a pilot survey of staff responses to several aspects of the PBL approach of which the authors became aware. The survey focuses on issues of comfort with the process, knowledge and understanding of PBL, and preparation for the teaching role in PBL. As a preliminary study, it provides some indicators of staff responses to PBL implementation as well as highlighting sources of comfort/discomfort with the process.