Challenges in implementation of Problem-Based Learning (PBL) approach in Moi University School of Medicine Kenya: Perspectives of faculty members

Abstract

Background: Evidence from evaluations of Problems Based Learning (PBL) strategy in medical schools has shown that its adoption can be affected by resource limitation. Studies across Europe and parts of Africa have described challenges related to PBL curriculum strategy in medical schools but specific literature on perceived challenges on PBL implementation by Faculty members is scanty and disproportionately represents institutions in developed countries. Objectives: To assess challenges perceived by faculty members in the implementation of PBL strategy at Moi University School of Medicine (MUSOM) and examine strategies to overcome the identified challenges. Method: This was a cross-sectional study that targeted 132 teaching staff from 18 departments at MUSOM and was conducted between April and June 2016. A self- administered questionnaire comprising a mix of both quantitative and qualitative questions was distributed to the eligible respondents in both online and paper formats. Qualitative data were grouped into themes for analysis. We present proportions for quantitative data and themes that arose from the qualitative data. Results: The identified faculty challenges included; teaching staff shortage (47%), inadequate tutorial rooms (74%), inadequate internet facility (76%), lack of well-equipped tutorial rooms (66.7%), inadequate skills and basic science laboratory (66.7%), and inadequately equipped computer lab (66.7%). Sixty-five point two percent (65.2%) cited financial challenges that is scarce at the departmental level. Although the majority of respondents (%) perceived PBL to be functional, many (%) cited a lack of PBL guidelines as a bottleneck, especially when orienting young faculty. Other challenges identified were limited training opportunities and time-demanding nature of the PBL curriculum. Suggested strategies to overcome the identified challenges included; increase in staffing (87.9%), regular training on PBL implementation (87.9%), increasing financial support to departments to facilitate smooth teaching operations (83.3%) and construction (89.4%) and equipping of tutorial rooms (90.9%). Conclusion: Results from this study illuminate the challenges faced by MUSOM faculty in the implementation of the PBL system with a focus on staffing, infrastructure, financial and curriculum that require consideration and addressing to improve teaching staff perceptions of PBL implementation. Recommendation: This study recommends planning and stakeholder engagement in addressing the challenges identified by this study. Potential areas of focus identifies include increasing the number of faculty members, allocating finances to MUSOM to support PBL activities, improving the existing physical infrastructure and periodic review of the curriculum.