Training Workshops and Faculty Development for Problem Based Learning
AbstractThe objectives of this study were to report brief description of training workshops and assess the feedback of participants
MethodsFour one-day training workshops were organized in February 8, 10, 15 and March, 2021 respectively. Feedback of the participants was taken on valid semi-structured questionnaire after the end of proceedings of each training workshop and assessed at Kirkpatrick Model of Evaluation level-1 (Reaction) and 2-a (Perception on Learning). Data analysis was done using Microsoft Excel for mean, standard deviation, t test and p-value.
Results Out of 55 participants of four training workshops, 46 provided feedback; the response rate was 83.6%. The training workshop was rated by the participants on scale 1-10 (1= poor, 10=excellent) about usefulness (8.11±1.43), content (7.36±1.60), relevance (8.13± 1.31), facilitation (8.52± 1.49) and overall process (8.23± 1.31). Participants ratings on specific sessions, “PBL Process”; “Role of Tutor”; “Designing PBL problem package”; and “Conducting PBL Tutorial” at Likert scale 1-4 (4=extremely important, 3=moderately important, 2=slightly important, 1=not important) were 3.15±0.56, 3.24±0.64, 3.33±0.56, and 3.22±0.63 respectively. No significance difference was observed between rating of male and female groups. Majority of the participants recommended for increasing duration of workshop for detailed understanding of the subject, allocate adequate time for the practice session and arrange other types of training workshops in medical education.
Conclusion The significance of faculty development trainings is recognized by participants. Their reaction and perception on training workshops were positive. They acknowledged importance of training workshops and its' worth in implementation of PBL
Keywords:Faculty development, Feedback, Kirkpatrick Model of Evaluation, PBL, Perception, Reaction, training, tutor
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