ArticleBMC medical education2023
Developing student-centred perspectives in PBL: how teacher profiles reveal educational needs for faculty development programmes.
Article in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Application of the combined PBL-CBL teaching method of anaphylactic shock prevention and care in the fundamental nursing course.BMC medical education · 2026Article
- Article
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4 authors.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundIn Asian higher education, PBL is not always successful, as few teachers have embraced a student-centred perspective. To cultivate such essential perspectives, faculty development programmes should address teachers' specific educational needs, which sadly is currently not sufficiently the case. This study aimed to identify teacher profiles that would reveal these specific educational needs of teachers and to investigate the relationship between these profiles and the amount of PBL training previously received.
methodsTo identify the said profiles, we performed latent profile analysis on a stratified random sample of 543 teachers based on a survey of teaching perspectives on the six aspects of Korthagen's onion model of reflection (environment, behaviour, competencies, beliefs, identity and mission). Additionally, we employed Chi-square and Mann-Whitney tests to investigate the aforementioned relationship.
resultsWe identified six teacher profiles that resemble the diffusion of innovations theory's classification of innovation adopters: Innovators, Early adopters, Early majority 1, Early majority 2, Late majority and Laggards. The Chi-square test demonstrated that the amount of PBL training received did not differ significantly across profiles, although teachers with a more innovative profile had undergone slightly more PBL training. The Mann-Whitney test furthermore revealed for three profiles that more PBL training was associated with a higher overall score for student-centredness. When aspects were considered separately, however, this was not the case.
conclusionsThe findings confirmed that current faculty development programmes are not sufficiently tailored to teachers' needs. We therefore propose that faculty development programmes be redesigned to address teachers' specific educational needs as reflected in the profiles based on the 6 aspects of the onion model. We expect such a tailored approach to more effectively promote the development of student-centred perspectives.
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