Novice PBL Facilitators' Experiences with PBL in a Non-Western Context: Beliefs, Perceptions, and Facilitating Behaviors

Abstract

Introduction

The ability of a facilitator to create an effective learning environment and manage group dynamics is crucial to the success of Problem-Based Learning (PBL). Additionally, understanding how educational contexts and cultural factors influence students' learning approaches is essential, particularly in non-Western settings like Myanmar. This study, set in Myanmar, aims to explore the beliefs, perceptions, and experiences of novice facilitators regarding PBL implementation and group dynamics in the Myanmar context.

Methods

Forty novice facilitators from the Foundation year of the MBBS program at Defence Services Medical Academy in Yangon, Myanmar, participated in a sequential mixed-method study, beginning with a quantitative survey followed by qualitative in-depth interviews. Descriptive statistics were computed to analyze the quantitative data. An interpretative methodology was employed, and thematic analysis was used to analyze the qualitative data.

Results

The results revealed that facilitators had a solid understanding of PBL concepts and processes. They recognized their roles in fostering student learning and were motivated to use PBL, not only out of professional duty but also for personal enjoyment and learning. The qualitative data highlighted the impact of contextual and cultural factors on student behavior in PBL sessions. Facilitators also identified the need for additional support, particularly in terms of information technology facilities and further training in problem construction and managing group dynamics.

Conclusion

Novice facilitators demonstrated an adequate understanding of and ability to apply PBL principles. They also developed effective strategies for managing group dynamics. Although cultural and contextual challenges exist in Myanmar, these factors do not significantly hinder students' ability to develop self-directed, life-long learning skills through PBL. With appropriate support and training, PBL can be successfully implemented in Myanmar's Non-Western context.

Keywords: Problem-Based Learning, Novice Facilitators, Perceptions, Group Dynamics, Contextual and Cross-Cultural Factors