Common Pedagogical Shortcomings of Instructors in a Problem-Based Learning (PBL) Environment

Abstract

This study was conducted in an institution of higher learning where the predominant instructional approach is problem-based learning (PBL). The institution conducts a certification exercise to develop instructors’ competencies, based on seven dimensions of effective teaching and learning. Data from the certification exercise and training records of 67 candidates who attempted but did not attain the certification were analysed. The results showed that the lowest-scoring dimension was "facilitation and scaffolding", and the most commonly observed shortcoming that hindered effective "facilitation and scaffolding" was candidates’ inability to ask effective questions and their tendency to lead in students’ learning. The results also showed that candidates completed very few or no optional training programmes related to teaching and learning prior to their certification attempts This study provides new opportunities in both policy and practices to support faculty development, such as setting up of formalised institution-wide framework, and providing regular training needs analysis and targeted training programmes.