Employing students’ evaluations and tutors’ perceptions to evaluate a faculty development programme on problem-based learning at the Faculty of Medicine, King Abdulaziz University

Abstract

Abstract Faculty development programmes are crucial for promoting continuous learning, enhancing teaching effectiveness and encouraging professional growth among medical educators. Problem-based learning was introduced as a teaching strategy in our Faculty of Medicine in 2007. Thereafter, several rounds of a faculty development programme were conducted to help teachers recognize their role as facilitators and assess areas for improvement. We conducted a mixed-methods study with a sample of 284 third-year medical students answering a questionnaire and 21 faculty members participated in focus groups. A validated 13-item questionnaire was used to investigate the students’ evaluation of their tutors’ performance in problem-based learning. Three sessions were conducted then with faculty members involved in problem-based learning to gain in-depth insights into their experiences and perspectives. The mean performance ranking for tutors awarded by the students was above halfway. There was a significant positive correlation between tutors’ performance ranking and all five of the learning approaches examined herein: constructive/active learning, self-directed learning, contextual learning, collaborative learning and intra-personal behaviour (p < 0.05). The data from the focus groups were analysed under five broad themes: tutors’ insights into their strengths and weaknesses, challenges, tutors’ ways of preparing for the sessions, feedback and suggestions for improving problem-based learning workshops. This study recommends improvements and future directions for advanced programme evaluation. Faculty development programmes can be tailored to effectively address students and faculty members goals and needs, which can benefit the teaching and learning process and foster a culture of continuous improvement and professional growth.