Wondie Kindu Yinges, Endale Zerfu Mulaw, Abrahim Ahmednur Hassen, Asefa Alemayehu Abayneh, Alamneh Andnet Asmamaw, Berihun Bertukan Kefale, Adamu Betelhem Kokebie, Selamsew Bewket Aragie, Kebede Azmeraw Ambachew, Tsega Nuhamin Tesfa
Department of Clinical Midwifery, School of Midwifery, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia.
Department of General Midwifery, School of Midwifery, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia.
Adv Med Educ Pract. 2022 Jul 5;13:685-695. doi: 10.2147/AMEP.S368357. eCollection 2022.
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.
在混合式基于问题的学习（h-PBL）模式中担任导师角色对新手来说是一项挑战。因此，本研究旨在评估与院士对h-PBL课程的知识和态度相关的因素。
于2021年8月1日至30日进行了一项基于机构的横断面研究。采用简单随机抽样。数据使用EpiData 4.6和SPSS® 25版录入并分析。进行多变量逻辑回归分析，并使用p值≤0.05时的调整优势比和95%置信区间来表明显著关联。
该研究纳入了415名院士，回复率为97.8%。其中六分之四（66.3%）的人知识掌握良好（95%置信区间 = 61.7 - 70.8）。年龄在30 - 34岁（优势比 = 2.97；95% = 置信区间：1.69 - 5.23）、年龄超过34岁（优势比 = 3.36；95%置信区间 = 1.6 - 6.66）、目前正在授课（优势比 = 1.84；95%置信区间 = 1.1 - 3.07）以及接受过PBL培训（优势比 = 1.9；95%置信区间 = 1.01 - 2.7）与良好的知识显著相关。超过一半（51.1%）的人态度积极（95%置信区间 = 46.3 - 55.9）。年龄超过34岁（优势比 = 3.69；95%置信区间：1.98 - 6.89）、有5 - 9年（优势比 = 2.21；95%置信区间：1.85 - 2.34）及以上9年工作经验（优势比 = 1.53；95%置信区间 = 1.03 - 2.11）、接受过PBL培训（优势比 = 1.93；95%置信区间 = 1.17 - 2.8）、曾构建过PBL案例（优势比 = 1.7；95%置信区间 = 1.08 - 2.68）以及设有专门用于PBL课程的房间（优势比 = 2.26；95%置信区间 = 1.2 - 4.16）与院士的积极态度显著相关。
通过培训、参与PBL案例构建以及为PBL课程设置专门房间，可以提高院士对h-PBL课程的知识和态度。
