Characteristics and critical success factors for implementing problem-based learning in a human resource-constrained country

Abstract

BackgroundProblem-based learning (PBL) was introduced in Malawi in 2002 in order to improve the nursing education system and respond to the acute nursing human resources shortage. However, its implementation has been very slow throughout the country.ObjectivesThe objectives of the study were to explore and describe the goals that were identified by the college to facilitate the implementation of PBL, the resources of the organisation that facilitated the implementation of PBL, the factors related to sources of students that facilitated the implementation of PBL, and the influence of the external system of the organisation on facilitating the implementation of PBL, and to identify critical success factors that could guide the implementation of PBL in nursing education in Malawi.MethodThis is an ethnographic, exploratory and descriptive qualitative case study. Purposive sampling was employed to select the nursing college, participants and documents for review. Three data collection methods, including semi-structured interviews, participant observation and document reviews, were used to collect data. The four steps of thematic analysis were used to analyse data from all three sources.ResultsFour themes and related subthemes emerged from the triangulated data sources. The first three themes and their subthemes are related to the characteristics related to successful implementation of PBL in a human resource-constrained nursing college, whilst the last theme is related to critical success factors that contribute to successful implementation of PBL in a human resource-constrained country like Malawi.ConclusionThis article shows that implementation of PBL is possible in a human resource-constrained country if there is political commitment and support.

Effectiveness and Key Success Factors for Implementation of Problem-Based Learning in Debre Tabor University: A Mixed Methods Study

“…In our study, the factors that facilitate PBL implementation were students' and tutors' preferences and commitment to their roles, the contribution of the curriculum in integrating different disciplines and providing the content and schedule of PBL, and institutional leadership ensuring provision of adequate infrastructure, hiring more faculty members, continuous faculty development, strong coordination and the existence of monitoring mechanism. This was consistent with a study done in Malawi ( 21 ) and implementation of PBL at a medical school in Ghana faced challenges arising from curriculum design, resource limitations, tutors and case scenarios ( 22 ).…”

Degree in Nursing: education through problem-based learning

“…In Thailand, for instance, although the PBL is in accordance with government initiatives to improve nursing education, it is not yet widely used (22) . Similarly, the implementation of PBL in the Republic of Malawi, initiated in 2002, has been very slow throughout the country (47) . In South Africa, the incorporation process of the method was problematic, especially regarding facilitators, who did not accept well the students' decisionmaking in the planning, implementation, and evaluation of activities (43) .…”

“…The understanding of philosophical aspects and new roles assumed by teachers and students is considered essential for the PBL development. Thus, a well-structured training program of teachers and students is required in the transition or implementation of PBL, in addition to structural investments, since it leads to work with small groups, meaning that information sources must be of easy access (14,47) .…”

Implementation of Problem-Based Learning in Undergraduate Medical Education in Ethiopia: An Exploratory Qualitative Study

“…32 However, several studies conducted locally and internationally indicated that it is possible to implement PBL in a resource limited settings through strategic overcoming of the resource limitations, providing early faculty development and fostering inter-institutional cooperation along with the presence of a robust PBL implementation monitoring mechanism. 13,33,34 This evidence highlighted the need for AAU, CHS to work further and undertake additional measures in order to realize successful implementation of PBL in undergraduate medical education.…”

“…13,39 Moreover, evidence from other African countries supports the notion that collaboration and partnership with other institutions and organizations is a crucial factor in successfully implementing PBL in settings with limited human resources. 33 Beside that, the utmost crucial prerequisite for the effective implementation of PBL is the faculty development at all stages of its adoption, implementation, and progression. 40,41 It is imperative to involve faculty members from the basic and behavioral sciences, as well as clinical professionals, in the process of designing the curriculum.…”