Abstract
Objective: To explore faculty experiences about 'problem based learning' used as a faculty development approach in
understanding and applying the core concepts & issues in health professions education through their views and opinions.
Study Design: It was a qualitative phenomenological study.
Place and Duration of Study: The study was conducted at Islamic International Medical College, Rawalpindi, Pakistan. Data
was collected in 2006, 2010 and 2013 respectively with three batches of M. Phil basic medical sciences students and data
analysis done in 2013. Hence, total duration of study is three and half years.
Material and Methods: The selected study subjects were 16 faculty members (medical & dental) from three batches of
M.Phil basic medical sciences course who participated in a Post Graduate Certificate Course in Medical Education. In this
study, semi structured interviews were conducted and interview notes were taken, in order to explore the faculty
experiences about the 'problem based learning' used as a mode of information transfer and faculty development
approach. The data verbatim transcribed through interview notes, coded and thematic analysis was done manually.
Results: Results were in the form of description of faculty' lived experiences with the PBL. Findings indicated that faculty
perceived problem based learning' as a very useful learning tool.
Conclusion: This study indicated that a well-constructed PBL case scenario, based on common and real teaching problems
in medical education can have a substantial effect on enhancing the performance of faculty/medical teacher's
performance that helps in better 'learning transfer' of teaching skill.
Rahila Yasmin, Shahjahan Katpar. (2015) 'Problem Based Learning' as a Novel mode of Information Transfer for Faculty Development in Pakistan: A Phenomenological Study, Journal of Islamic International Medical College, Volume-10, Issue-2.
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