Original Research

Training Workshops and Faculty Development for Problem Based Learning

Rano Mal Piryani1
Bilawal Medical College
Piryani Suneel2
Liaquat University of Medical and Health Sciences, Jamshoro
Ujjan Ikram Uddin2
Liaquat University of Medical and Health Sciences, Jamshoro
Zeba Nudrat2
Liaquat University of Medical and Health Sciences, Jamshoro
Devrajani Bikha Ram2
Liaquat University of Medical and Health Sciences, Jamshoro

✉ Correspondence: Rano Mal Piryani Email: rano.piryani@gmail.com

DOI https://doi.org/10.70302/jpsim.v3i1.2205
Volume: 3, Issue 1 Pages: 27–32 Published: 15 Mar 2022
Received: 30 Oct 2021 Accepted: 14 Jan 2022 Published Online: 15 Mar 2022

Abstract

Objective

The objectives of this study were to report brief description of training workshops and assess the feedback of participants.

Methods

Four 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

How to Cite This Article

Piryani RM, Suneel P, Uddin UI, Nudrat Z, Ram DB. Training Workshops and Faculty Development for Problem Based Learning. J Pak Soc Intern Med. 2022;3(1):27–32. doi:10.70302/jpsim.v3i1.2205

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Conflict of Interest

All authors declare no competing interests.

Disclosed in accordance with ICMJE and COPE guidelines.

Funding

No specific funding was received for this research.

Funder information follows the Crossref Funder Registry standard.

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CC BY CC BY 4.0 This article is published under the Creative Commons Attribution 4.0 International License. May be shared and adapted with attribution. © 2022 Journal of Pakistan Society of Internal Medicine.
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