الفهرس 
INTRODUCTIONOnly 14 pages are availabe for public view
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Abstract
Faculty in medical schools have a responsibility to prepare the students to become lifelong learners, who can proficiently initiate and respond to curricular changes. PBL is one of the innovative educational strategies that support a student-centered approach to learning. Learning through PBL can significantly develop students’ problem solving, decision making, teamwork and self-directed learning skills.
PBL method is one of the instructional strategies used in the joint Alexandria/Manchester program which started in the academic year 2021/2022. Since it’s the first time to implement the PBL method at AFM, a faculty development program in the form of a series of one-day training workshops covering the core PBL skills was developed and implemented during the academic year 2020/2021. This study was conducted on 112 faculty members and teaching assistants from different basic and clinical sciences’ departments (attendees of six consecutive workshops) who voluntarily applied for the program.
The aim of this study was to design, implement and evaluate a faculty development program that improves participants’ knowledge, skills and attitudes regarding PBL. Experiential and adult learning principles were used to design the program activities. Participants were introduced to rationale, process, roles, and assessments in PBL tutorials using different instructional methods. This study also examined possible challenges that might arise during PBL implementation at AFM from faculty’s perspective.
The results of this study support the research hypothesis that faculty members who attended PBL training workshops developed their knowledge and attitudes regarding PBL. There was a statistically significant increase in participants’ scores at MCQs knowledge post-test and the first two domains of attitudinal scales after finishing the training as compared to their pre-test scores. This indicates that the training improved participants’ understanding of PBL process and skills and was effective in changing participants’ knowledge and attitudes towards PBL. This was also supported by analyzing responses of the post workshop evaluation survey that showed generally favorable responses in almost all the domains included.