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

1Citations
Citations of this article
27Readers
Mendeley users who have this article in their library.

This article is free to access.

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.

Cite

CITATION STYLE

APA

Wondie, K. Y., Endale, Z. M., Abrahim, A. H., Asefa, A. A., Alamneh, A. A., Berihun, B. K., … Tsega, N. T. (2022). Factors Affecting Knowledge and Attitude Towards Hybrid Problem-Based Learning Curriculum Among Academicians of the University of Gondar, Northwest Ethiopia. Advances in Medical Education and Practice, 13, 685–695. https://doi.org/10.2147/AMEP.S368357

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free