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.