Impact of a Faculty Development Strategy Aiming at Mitigating Erosions in a PBL-Based Medical School

Authors

  • Livia Maria Moreira Universidade José do Rosário Vellano, Belo Horizonte, Brazil
  • Alexandre Moura Universidade José do Rosário Vellano, Belo Horizonte, Brazil
  • Eliza Brito Universidade José do Rosário Vellano, Belo Horizonte, Brazil
  • Flávia Junqueira Universidade José do Rosário Vellano, Belo Horizonte, Brazil
  • Ligia Ribeiro Universidade José do Rosário Vellano, Belo Horizonte, Brazil

DOI:

https://doi.org/10.5278/ojs.jpblhe.v9i2.6081

Abstract

Problem-based learning (PBL) is an instructional method that can show erosions and failures throughout its implementation. Faculty development programs reinforcing PBL principles are essential to keep tutorial groups functioning properly. Quasi-experimental study carried out in a medical school, with a PBL curriculum. The institution has launched a faculty development program to improve tutorial performance. The program was based on the dissemination of educational material addressing five perceived erosions in tutorial groups previously identified by the tutors. Students and tutors answered a questionnaire measuring their perception on tutors’ performance, before and after faculty development. The overall mean scores of tutors’ performance has significantly increased among students when comparing pre- and post-program scores (0.19 + 0.06; p < 0.001). The study has shown that, based on students’ perspective, a faculty development program focusing on the remediation of erosions identified by the tutors can help improve tutors’ performance in different domains.

 

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Published

22-12-2021

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