Factors Affecting Knowledge and Attitude Towards Hybrid Problem-Based Learning Curriculum Among Academicians of the University of Gondar, Northwest Ethiopia.
University of Gondar
academicians
attitude
hybrid problem-based learning
knowledge
Journal
Advances in medical education and practice
ISSN: 1179-7258
Titre abrégé: Adv Med Educ Pract
Pays: New Zealand
ID NLM: 101562700
Informations de publication
Date de publication:
2022
2022
Historique:
received:
29
03
2022
accepted:
26
06
2022
entrez:
12
7
2022
pubmed:
13
7
2022
medline:
13
7
2022
Statut:
epublish
Résumé
Adapting a tutor role in a hybrid problem-based learning (h-PBL) model is a challenge to novices. Therefore, this study aimed to assess the factors associated with the academicians' knowledge and attitude toward the h-PBL curriculum. An institution-based cross-sectional study was conducted from August 1st to 30th, 2021. A Simple random sampling was employed. Data were entered and analyzed with EpiData 4.6 and SPSS® version 25. Multivariable logistic regression analysis was fitted and adjusted odds ratio at a p-value of ≤0.05 and 95% confidence interval were used to declare significant association. The study included 415 academicians with a response rate of 97.8%. Four-sixths (66.3%) of them have good knowledge (95% CI = 61.7-70.8). Being age 30-34 (AOR = 2.97; 95% = CI: 1.69-5.23), being age over 34 (AOR = 3.36; 95% CI = 1.6-6.66), currently teaching (AOR=1.84; 95 CI = 1.1-3.07) and having received PBL training (AOR = 1.9; 95% CI = 1.01-2.7) were significantly associated with good knowledge. More than half (51.1%) had a favorable attitude (95% CI = 46.3-55.9). Being age over 34 (AOR = 3.69; 95% CI: 1.98-6.89), having 5-9 (AOR = 2.21; 95% CI: 1.85-2.34) and above 9 years of experience (AOR = 1.53; 95% CI = 1.03-2.11), having received PBL training (AOR = 1.93; 95% CI = 1.17-2.8), ever-constructing PBL cases (AOR = 1.7; 95% CI = 1.08-2.68), and presence of rooms set aside for PBL sessions (AOR = 2.26; 95% CI = 1.2-4.16) were significantly associated with academicians' favorable attitude. Academicians' knowledge and attitude towards the h-PBL curriculum can be improved with training, participation in PBL case construction, and setting rooms aside for PBL sessions.
Sections du résumé
Background
UNASSIGNED
Adapting a tutor role in a hybrid problem-based learning (h-PBL) model is a challenge to novices. Therefore, this study aimed to assess the factors associated with the academicians' knowledge and attitude toward the h-PBL curriculum.
Methods
UNASSIGNED
An institution-based cross-sectional study was conducted from August 1st to 30th, 2021. A Simple random sampling was employed. Data were entered and analyzed with EpiData 4.6 and SPSS® version 25. Multivariable logistic regression analysis was fitted and adjusted odds ratio at a p-value of ≤0.05 and 95% confidence interval were used to declare significant association.
Results
UNASSIGNED
The study included 415 academicians with a response rate of 97.8%. Four-sixths (66.3%) of them have good knowledge (95% CI = 61.7-70.8). Being age 30-34 (AOR = 2.97; 95% = CI: 1.69-5.23), being age over 34 (AOR = 3.36; 95% CI = 1.6-6.66), currently teaching (AOR=1.84; 95 CI = 1.1-3.07) and having received PBL training (AOR = 1.9; 95% CI = 1.01-2.7) were significantly associated with good knowledge. More than half (51.1%) had a favorable attitude (95% CI = 46.3-55.9). Being age over 34 (AOR = 3.69; 95% CI: 1.98-6.89), having 5-9 (AOR = 2.21; 95% CI: 1.85-2.34) and above 9 years of experience (AOR = 1.53; 95% CI = 1.03-2.11), having received PBL training (AOR = 1.93; 95% CI = 1.17-2.8), ever-constructing PBL cases (AOR = 1.7; 95% CI = 1.08-2.68), and presence of rooms set aside for PBL sessions (AOR = 2.26; 95% CI = 1.2-4.16) were significantly associated with academicians' favorable attitude.
Conclusion
UNASSIGNED
Academicians' knowledge and attitude towards the h-PBL curriculum can be improved with training, participation in PBL case construction, and setting rooms aside for PBL sessions.
Identifiants
pubmed: 35818368
doi: 10.2147/AMEP.S368357
pii: 368357
pmc: PMC9270885
doi:
Types de publication
Journal Article
Langues
eng
Pagination
685-695Informations de copyright
© 2022 Wondie et al.
Déclaration de conflit d'intérêts
The authors declare that they have no competing interests in this work.
Références
Saudi Med J. 2015 Nov;36(11):1329-35
pubmed: 26593167
Med Teach. 2005 Nov;27(7):606-12
pubmed: 16332552
BMC Nurs. 2021 Dec 6;20(1):242
pubmed: 34872553
BMC Med Educ. 2022 Feb 17;22(1):104
pubmed: 35177063
Med Teach. 2006 Aug;28(5):460-4
pubmed: 16973461
Adv Med Educ Pract. 2021 Jun 01;12:597-605
pubmed: 34104038
Adv Med Educ Pract. 2021 Jul 16;12:781-786
pubmed: 34295205
Med Teach. 2020 May;42(5):529-535
pubmed: 31961749
BMC Med Educ. 2015 Jan 16;15:2
pubmed: 25592295
BMC Med Educ. 2018 Aug 10;18(1):195
pubmed: 30097035
Rev Med Chil. 2014 Aug;142(8):989-97
pubmed: 25424671
BMC Med Educ. 2015 Dec 14;15:221
pubmed: 26667484
J Pak Med Assoc. 2011 Apr;61(4):332-5
pubmed: 21465966
Int J Med Educ. 2018 Mar 27;9:83-85
pubmed: 29588434
Med Educ Online. 2015 Apr 15;20:26893
pubmed: 25881638
Med Educ Online. 2014 Jun 13;19:24366
pubmed: 24931596
Kaohsiung J Med Sci. 2008 Mar;24(3 Suppl):S34-8
pubmed: 18364285
Nurse Educ Today. 2009 Feb;29(2):150-6
pubmed: 18796345