Opinions of an Iranian nursing faculty on barriers to implementing problem-based learning
AbstractWe 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., Azamian, A. & Valizadeh, S. (2007). Opinions of an Iranian nursing faculty on barriers to implementing problem-based learning. http://www.who.int/iris/handle/10665/117243
EMHJ - Eastern Mediterranean Health Journal, 13 (1), 193-196, 2007
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