Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2022 Jul 5:13:685-695.
doi: 10.2147/AMEP.S368357. eCollection 2022.

Factors Affecting Knowledge and Attitude Towards Hybrid Problem-Based Learning Curriculum Among Academicians of the University of Gondar, Northwest Ethiopia

Kindu Yinges Wondie  1 , Zerfu Mulaw Endale  1 , Ahmednur Hassen Abrahim  2 , Alemayehu Abayneh Asefa  2 , Andnet Asmamaw Alamneh  2 , Bertukan Kefale Berihun  2 , Betelhem Kokebie Adamu  2 , Bewket Aragie Selamsew  2 , Azmeraw Ambachew Kebede  1 , Nuhamin Tesfa Tsega  3
Affiliations

Factors Affecting Knowledge and Attitude Towards Hybrid Problem-Based Learning Curriculum Among Academicians of the University of Gondar, Northwest Ethiopia

Kindu Yinges Wondie et al. Adv Med Educ Pract. .

Abstract

Background: Adapting a tutor role in a hybrid problem-based learning (h-PBL) model is a challenge to novices. Therefore, this study aimed to assess the factors associated with the academicians' knowledge and attitude toward the h-PBL curriculum.

Methods: An institution-based cross-sectional study was conducted from August 1st to 30th, 2021. A Simple random sampling was employed. Data were entered and analyzed with EpiData 4.6 and SPSS® version 25. Multivariable logistic regression analysis was fitted and adjusted odds ratio at a p-value of ≤0.05 and 95% confidence interval were used to declare significant association.

Results: The study included 415 academicians with a response rate of 97.8%. Four-sixths (66.3%) of them have good knowledge (95% CI = 61.7-70.8). Being age 30-34 (AOR = 2.97; 95% = CI: 1.69-5.23), being age over 34 (AOR = 3.36; 95% CI = 1.6-6.66), currently teaching (AOR=1.84; 95 CI = 1.1-3.07) and having received PBL training (AOR = 1.9; 95% CI = 1.01-2.7) were significantly associated with good knowledge. More than half (51.1%) had a favorable attitude (95% CI = 46.3-55.9). Being age over 34 (AOR = 3.69; 95% CI: 1.98-6.89), having 5-9 (AOR = 2.21; 95% CI: 1.85-2.34) and above 9 years of experience (AOR = 1.53; 95% CI = 1.03-2.11), having received PBL training (AOR = 1.93; 95% CI = 1.17-2.8), ever-constructing PBL cases (AOR = 1.7; 95% CI = 1.08-2.68), and presence of rooms set aside for PBL sessions (AOR = 2.26; 95% CI = 1.2-4.16) were significantly associated with academicians' favorable attitude.

Conclusion: Academicians' knowledge and attitude towards the h-PBL curriculum can be improved with training, participation in PBL case construction, and setting rooms aside for PBL sessions.

Keywords: University of Gondar; academicians; attitude; hybrid problem-based learning; knowledge.

PubMed Disclaimer

Conflict of interest statement

The authors declare that they have no competing interests in this work.

Similar articles

See all similar articles

Cited by

References

    1. Salari M, Roozbehi A, Zarifi A, Tarmizi RA. Pure PBL, hybrid PBL and lecturing: which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course? BMC Med Educ. 2018;18(1):195. doi:10.1186/s12909-018-1305-0 - DOI - PMC - PubMed
    1. Sundbom M, Hellstrom P, Graf W. A new hybrid concept, combining lectures and case-seminars, resulted in superior ratings from both undergraduate medical students and teachers. Adv Med Educ Pract. 2021;12:597–605. doi:10.2147/AMEP.S309344 - DOI - PMC - PubMed
    1. Moallem M, Hung W, Dabbagh N, editor. The Wiley Handbook of Problem‐Based Learning 1st. 101 Station Landing, Medford, MA 02155, USA: Wiley-Blackwell; 2019: 245–273. Available from: https://www.wiley.com/en-us/The+Wiley+Handbook+of+Problem+Based+Learning.... Accessed June 28, 2022.
    1. Bestetti RB, Couto LB, Romão GS, Araújo GT, Restini CBA. Contextual considerations in implementing problem-based learning approaches in a Brazilian medical curriculum: the UNAERP experience. Med Educ Online. 2014;19(1):24366. doi:10.3402/meo.v19.24366 - DOI - PMC - PubMed
    1. Amoako-sakyi D, Amonoo-kuofi H. Problem-based learning in resource-poor settings: lessons from a medical school in Ghana. BMC Med Educ. 2015;15:1–8. doi:10.1186/s12909-015-0501-4 - DOI - PMC - PubMed