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 in resource-limited settings 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 faculty perceived PBL challenges is scanty and disproportionately represents institutions in developed countries. Objectives: To assess faculty perceived challenges in the implementation of PBL strategy in Moi University School of Medicine (MUSOM) and examine strategies to overcome the identified challenges. Method: This was a cross-sectional study that targeting 132 teaching staff from 18 departments at MUSOM. The study was conducted between April and June 2016. A self-administered questionnaire comprising a mix of both quantitative and qualitative questions was distributed to the respondents in both online and paper formats. Quantitative 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 include; teaching shortage (47%), inadequate tutorial rooms (74%), inadequate internet facility (76%), and lack of well-equipped tutorial rooms (66.7%), inadequate skills and basic science laboratory (66.7%), inadequately equipped computer lab (66.7%). A majority (65.2%) also cited financial challenges to be 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 include; limited training opportunities, 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 and equipment of tutorial rooms (89.4% and 90.9%). Conclusion: Results show that PBL approach in MUSOM faces a myriad of challenges in relation to; staffing, infrastructural, financial and curriculum in different magnitude Recommendation: To address these challenges the study examined the following solution; human resource, infrastructure, financing the school to support PBL activities and curriculum improvement strategies. Addressing PBL implementation challenges requires planning and stakeholder engagement.