Exploring the Level of Interest of Faculty Members towards Problem based Learning Process

Abstract

Objective: To explore the knowledge, interest, and perceived barriers among Basic Medical Sciences faculty regarding the implementation of Problem-Based Learning (PBL) at Liaquat University of Medical and Health Sciences (LUMHS), Jamshoro.

Methodology: A qualitative exploratory design using a phenomenological approach was employed. Eighteen faculty members were selected via purposive sampling, representing both PBL-experienced and non-experienced individuals. Semi-structured, face-to-face interviews were conducted and audio-recorded, transcribed verbatim, and analyzed thematically using NVivo.

Results: Five major themes emerged: knowledge of PBL, impact on students, interest promoters and inhibitors, institutional role, and current interest level. Most faculty (16/18) recognized PBL as a student-centered strategy fostering critical thinking and collaboration. However, few had formal training, and many were uncertain about its theoretical underpinnings. Institutional support was identified as a key enabler (14/18), while lack of resources (13/18), inadequate training (12/18), increased workload (13/18), and limited administrative backing (10/18) were prominent barriers. The average faculty interest in PBL was 8.5/10. While faculty expressed enthusiasm for adopting PBL, many stressed the need for structured training programs, gradual implementation, and enhanced logistical support. Faculty also highlighted variability in student engagement and emphasized the importance of tailored strategies to improve participation.

Conclusion: The findings indicate a high level of interest in PBL among faculty at LUMHS. While institutional support exists, successful implementation is hindered by insufficient training, increased workload, and resource limitations. Addressing these challenges through targeted institutional policies, faculty development initiatives, and phased integration of PBL can promote sustainable adoption of this learner-centered teaching method.