Abstract

ABSTRACT Background: The purpose of this study is to inquire the opinions of tutors about Problembased Learning (PBL) programme in Dokuz Eylul University Faculty of Medicine. Methods: A questionnaire was applied to tutors in the years of 2009, 2014 and 2016. The questionnaire was consisted of questions about tutor profile, and a five point Likert scale consisted of items about problem-based learning gains and three open ended questions. The reliability of the scale was measurably high (Cronbach alpha:2009:0.89, 2014:0.95, 2016:0.98). In 2016, two scales to explore the tutors’ expectations and perceptions about the application of SPICES Model’s educational strategies in Faculty were added to the questionnaire. The reliability of the scales were described as 0.87 and 0.82. Results: Scores of tutors about problem-based learning gains varied between 3.3 and 4.7 out of 5 points. Respondents gave highest ratings to the items of improving communication skills, improving reasoning skills and improving problem solving skills. All of the ratings of items corresponding to educational strategies in the SPICES model were in favour of innovative strategies. Conclusion: The results showed faculty members’ positive thoughts about the PBL gains and their supports to use innovative educational strategies in educational programme.

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