Mohammed Ali Beyene, Zegeye Robel Tezera, Dawed Hikma Ali, Tessema Yenuse Molla
Department of Medical Radiology Technology, Addis Ababa University, Addis Ababa, Ethiopia.
Department of Medical Radiology Technology, Arba Minch University, Arba Minch, Ethiopia.
Adv Med Educ Pract. 2024 Feb 19;15:105-119. doi: 10.2147/AMEP.S443384. eCollection 2024.
The poor quality of health professional education in Ethiopia, which was rooted in a traditional curriculum, has posed significant challenges for graduates in effectively addressing real-life health problems. In response, there has been curricular reform by adopting problem-based learning across Ethiopian medical schools. Given the dearth of literature on the topic and the significance of context in the effective implementation of problem-based learning, it is imperative to provide local institutional evidence to pinpoint critical intervention areas and support the effective implementation of problem-based learning.
A qualitative design based on in-depth, individual, semi-structured interviews was used to explore medical educators, program coordinators, and educational leader's experiences and perspectives on the problem-based learning implementation in health sciences education. A total of 24 participants recruited from five undergraduate health science programs participated in the study. All sessions were audio recorded and transcribed verbatim. Results were analyzed following a qualitative thematic analysis method.
Analysis of the transcripts revealed three main themes, along with their corresponding subthemes. Within the first main theme, participants discussed the importance of integrating Problem-Based Learning into undergraduate medical programs and the educational benefits it brings to medical education. The second main theme explored issues related to challenges in implementing problem-based learning which include inadequate staff training, deficiencies in curricular design and governance, constraints in educational resources, and a lack of preparedness in the educational environment. The third theme deals with the strategic recommendations to address the challenges that contributed to the poor implementation of problem-based learning in undergraduate medical schools.
Our study has addressed several issues related to the implementation of Problem-Based Learning in Ethiopian Health Sciences Colleges. The study's findings have the potential to provide educational stakeholders and policymakers with essential information to strategize successful problem-based learning implementation in undergraduate medical schools.
埃塞俄比亚卫生专业教育质量低下，根源在于传统课程，这给毕业生有效应对现实生活中的健康问题带来了重大挑战。作为回应，埃塞俄比亚各医学院校通过采用基于问题的学习进行了课程改革。鉴于该主题的文献匮乏，以及背景在有效实施基于问题的学习中的重要性，提供本地机构证据以确定关键干预领域并支持基于问题的学习的有效实施势在必行。
采用基于深入、个体、半结构化访谈的定性设计，以探索医学教育工作者、项目协调员和教育领导者在健康科学教育中实施基于问题的学习的经验和观点。从五个本科健康科学项目中招募了24名参与者参与该研究。所有访谈均进行录音并逐字转录。结果采用定性主题分析方法进行分析。
对转录本的分析揭示了三个主要主题及其相应的子主题。在第一个主要主题中，参与者讨论了将基于问题的学习融入本科医学课程的重要性以及它给医学教育带来的教育益处。第二个主要主题探讨了与实施基于问题的学习中的挑战相关的问题，包括人员培训不足、课程设计和管理方面的缺陷、教育资源的限制以及教育环境准备不足。第三个主题涉及应对本科医学院校中导致基于问题的学习实施不佳的挑战的战略建议。
我们的研究解决了埃塞俄比亚健康科学学院实施基于问题的学习的几个相关问题。该研究结果有可能为教育利益相关者和政策制定者提供重要信息，以便在本科医学院校中制定成功实施基于问题的学习的策略。
