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

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 the academicians' knowledge and attitude toward the h-PBL curriculum. Methods: An institution-based cross-sectional study was conducted from Au...

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Veröffentlicht in:	Advances in medical education and practice 2022-01, Vol.13, p.685-695
Hauptverfasser:	Wondie, Kindu Yinges, Endale, Zerfu Mulaw, Abrahim, Ahmednur Hassen, Asefa, Alemayehu Abayneh, Alamneh, Andnet Asmamaw, Berihun, Bertukan Kefale, Adamu, Betelhem Kokebie, Selamsew, Bewket Aragie, Kebede, Azmeraw Ambachew, Tsega, Nuhamin Tesfa
Format:	Artikel
Sprache:	eng
Schlagworte:	academicians Analysis attitude Attitudes Curricula Data collection Education Health sciences hybrid problem-based learning Knowledge Medical colleges Medical schools Medicine Original Research Problem based learning Questionnaires Regression analysis Response rates Sample size Sociodemographics Students Teaching Training Tutoring university of gondar Variables
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Zusammenfassung:	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 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[R] version 25. Multivariable logistic regression analysis was fitted and adjusted odds ratio at a p-value of
ISSN:	1179-7258 1179-7258
DOI:	10.2147/AMEP.S368357