Human Resources and Logistic Requirements in Problem Based Learning Compared to Traditional Learning

Abstract

Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject in the context of complex, multifaceted, and realistic problems. Working in groups, students identify what they already know, what they need to know, and how and where to access new information that may lead to resolution of the problem along with discussion of the solution within the group. Few medical schools in Nepal have already incorporated problem-based learning into their curricula and other medical schools are planning to adopt. However, when PBL is introduced into a curriculum, it has implications for staffing and learning resources and demands a different approach to timetabling, workload, and assessment. So, issues like human resources requirements and logistic requirements need to address specifically from Nepal Medical Council for the assurance quality of medical education which, in turn, has contributed in enhancing the quality of health care services in Nepal. Hence, this paper is prepared for developing further understanding about major difference between conventional method of Medical education and PBL in relation to human resources requirements and infrastructure. This article ends with some of the important recommendations that could be considered additionally to existing minimum requirements from Nepal Medical Council for the Medical Schools/ Universities in Nepal who are running or planning to implement Problem-based Learning in their curricula. DOI: http://dx.doi.org/10.3126/noaj.v3i2.9530 NOAJ July-December 2013, Vol 3, Issue 2, 46-47

An assessment of resource availability for problem based learning in a Ghanaian University setting

“…• Deo, 2013). Using PBL also has implications for staffing and demands a different approach to timetabling, workload, and assessment (Wood, 2003).…”

“…In PBL, the tutor or facilitator guides the learning process and conducts a thorough debriefing at the conclusion of the learning experience (Savery, 2006). Deo (2013) indicates that a typical PBL tutorial consists of a group of students, usually 8 to 10 and a teacher, who facilitates the lesson. According to Overton (2010), PBL sessions with large number of students in a lecture theatre fail to work.…”

“…Overton (2010) emphasized that PBL fails to work when tutorials consist of large group of students. Typically, PBL tutorial consists of a group of students, usually 8 to 10, and a teacher, who facilitates the lesson (Deo, 2013).…”

“…It also has implications for staffing and demands a different approach to timetabling, workload and assessment (Wood, 2003). Infrastructural resources required in PBL include library, books, computers, internet access, tutorial rooms, magazines, brochures, newspapers, television, telephones and study space (Wood, 2003; Mathews-Aydinli, 2007; Deo, 2013). These resources represent an extensive source of information for learners and are accessed prior to and during tutorial sessions.…”

“…These resources represent an extensive source of information for learners and are accessed prior to and during tutorial sessions. When using PBL, two main types of human resources are needed: first a “facilitator” who is well trained in PBL processes and has acquired competencies in facilitation and management of group dynamics and secondly, a “content expert” or “subject expert” who possesses specialization in the discipline concerned (Deo, 2013). The tutor or facilitator guides the learning process and conducts a thorough debriefing at the conclusion of the learning experience (Savery, 2006).…”