Professional Documents
Culture Documents
Education In Egypt
Dr. Amina El-Nemer, Faculty of Nursing,
Mansoura Univerity, Egypt
Email: memylady@hotmail.com
Mob. 0103780828
Abstract:
Nowadays, within the Egyptian higher education there is an emerging political
agenda for developing curricula aiming for graduating highly motivated, intelligent
graduates who are not only learning how to do things effectively but also, to think
critically and to adopt new strategies for dealing with problems in the real world situation.
Problem Based Learning (PBL) has become increasingly prominent in nursing
educations all over the world. Using PBL is fitting with the Ministry of Higher Education
agenda for changing from teaching to learning and from passive learner to active
learner. Using PBL in teaching leads students to learn basic concepts rather than being
applying concepts they already learned also, it produces independent learners who can
continue to learn in their own, in their future career.
Design: This study was carried out using qualitative research methodology. It
aimed to apply and evaluate the introduction of PBL format in maternity course for
undergraduate nursing students from both students and staff point of views.
1
Introduction
Nowadays, within the Egyptian higher education there is an emerging
political agenda for developing curricula aiming for graduating highly motivated,
intelligent graduates who are not only learning how to do things effectively but
also, to think critically and to adopt new strategies for dealing with problems in
the real world situation. Nursing education is one of the pioneers in developing
and upgrading nursing curricula which aims to enable the future nurses to be up
to date with the international level, confident and welling to accept responsibilities
for their self development.
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Faculty of Nursing Mansoura University has published its educational
objectives, which are congruent with the objectives of higher educational system.
These updated objectives have led to calls for reforming of 'traditional' education
as nursing students require educational preparations which enable them to
develop the clinical competence. This poses challenges for developing curricula,
which provide learning opportunities for these skills. It has been argued that PBL
is a way of learning that is promoted as being an educational strategy, which
provide the supporting framework for achieving those educational objectives(5,6,7).
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Methodology
As the study aimed to explore the experience of applying PBL teaching
strategy from student's point of views. The focus of this study was based upon
the main domains of education. Students, teachers and the contents. This study
challenges the positivist notion that reality is objective(12,13). The assumption
underpinning the study is that reality is subjective. The foundation of this study is
shaped by sharing real experiences from student’s point of views to generate
knowledge, as they are the main stakeholders in the educational system. The
nature of the study lends itself to the nature of qualitative methodology and to
methods that enable the collection of data reflecting thoughts, feelings and
experiences(14).
A qualitative approach appeared the most congruent with the aim of the
study because such methodology is suited to exploratory research that gives
important to context, setting and the participant’s reflections (15). It enables the
researcher to capture the holistic meaningful characteristics of real life event
without pre-supposing a universal and absolute truth in these areas(16). Such
methodology is deemed to have a high validity rating within its context as it
reflects real life(17).
Participants
The study sample consisted of:
1- All undergraduate, 3ed year, Maternity Nursing Students (one hundred and
fifty students).
2- Five assistant lecturers staff.
Ethical Consideration
Students were asked to participate in the study using new way of teaching
maternity course using PBL teaching strategies. After explaining the importance
of using PBL teaching style in their future career. All student agreed to participate
after assuring them, if they found difficulties to follow the course after 2 weeks
from the starting, we will go back to use the traditional way of teaching the
course.
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Ethical approval to carryout the study was gained from Mansoura
University Ethical Committee before starting the study. All students and staff were
asked to sign a consent form to join the study.
Methods of Data Collection
1-Focus group interviews because it utilises group dynamics, which encourage
participants to present their point of views. Focus group interview is a form of
group interview that capitalizes on communication between research participants
in order to generate data. Although group interviews are often used simply as a
quick and convenient way to collect data from several people simultaneously,
focus groups explicitly use group interaction as part of the method(18).
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develop the independent study skills and develop student's oral and written
presentation skills. This type of learning puts the responsibility on the students
for their learning and addresses issues related actual practice which is supported
by current evidence will produce competent graduates.
PBL Design
The PBL content is designed using a hybrid model of PBL to allow for
easy starting and to fit into the standard time table of 48 contact hours over 12
weeks, one class for the duration of 4 hours every week. The PBL content was
for third year maternity students, they are mostly aged between 19 and 21 the
total number of students in the course were 150 students. The students divided
into 10 groups, 15 students each. Five case studies have been developed in
cooperation with a colleague from University of Central Lancashire. Every two
groups assigned to a case randomly.
Each 2 groups of students have a compulsory tutorial lasting 60 min. while they
are tackling their problems to check that the students accepted the requirement
of the course and learning style. There was no compulsory tutoring during last 4
weeks however the students are free to seek tutorial advice during tutorial and
lectures session. This is to encourage students to take more responsibilities for
their learning. Table 2 represents the contents of the presentation session.
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facilitator was the scribe for the group to formulate the discussions into a
readable contents also, the facilitator helped student to come into some rules to
guide the group work.
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Students’ experience of PBL
1- The findings from student’s focus group interviews represent that the PBL
helps them to achieve their learning objectives, such findings are supported by
many studies(20,21,22).
Communication skills and self confidence: Many students reported that
PBL teaching style improved their communication skills and self
confedence.
‘I think it helped me to communicate,
express and exchange ideas with colleagues’
Other strengths identified by students were that PBL helps student to acquiring
new skills such as, working in a group, writing and presentation skills, computer
skills and using different sources of information in addition to their previous
information.
Working in a group:
“I learned working in a group and how to be a member of it”
Acquiring new skills:
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The data also, illustrates that gaining new skills and learning from each
others was the fundamental of learning. This data concur with(23) who pointed
that students were able to describe themselves as self learners and acquiring
many learning skills all through.
“inadequate access to the online library, we were using staff account because there
were no student account to access online library” “ lack of library resources” Lack of
spaces and classes, Most of the time,it was difficult to meet as a group to discuss our
problem, if it was not our lecture time” “ inadequate no of student computers and
internet lines to finish the assignment, ,most of the time, we were using the net
café to finish”
Feeling overwhelmed, not sure and time pressure; Many students reported
feeling of overwhelmed and uncertain, however these feelings are common
related to the adaptation process of PBL while they still engaged in another
traditional cources due to receiving mixed messages from the different teaching
and learning styles(24).
“ it was very busy semester, some times it was hard to find time to meet”
“I was not sure about my knowledge, is it enough for my exam or not”
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Student expressed concern regarding the effectiveness of tutorial support,
lack of their preparation and to the time pressure that the course added to them.
It seems that the role of facilitator was not clear understood by most of the
students as they used to the traditional teacher who is the main source of the
information and knowledge. This reflecting(25) findings that some students would
have liked more guidance because they feel in confidence in their own abilities to
achieve the learning outcomes.
“most of the time, facilitator was not answer our questions ”
“Sometimes we were in need form the teacher to be involved in our discussions”
, sometimes it was hard to find them and sometimes they were busy with other
group”
“there were no written guide for the course, it was only the time table and the
problems”
Data from the Student Feedback Questionnaire (SFQ) assures the data
from the focus group interviews as it represents that the student’s experiences
were varied although they acquired new skills which will help them in their future
learning.
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Teachers experiences of PBL
Most of the staff reflected positive attitude to PBL course as they themselves
were learning all through the process and they were more engaged with the
students. but they went through many difficulties during the course.
fully understood among teachers even though the process of facilitation was
explained before starting the course. Teachers were not sure what to do, to
or to guide the discussion to help them catch the learning objectives. These
facilitator role and to shift from expert status to the facilitator which involves
“ Some time, I was not sure what to do, to intervene or not, to guide and
divert the way the group think or not” “ they used to ask the teacher, they
were asking me many questions, some times I was answering and
sometimes I was giving the question back to them”
Some teachers felt discomfort to set back while student learning, it highlights
the difficulties of getting over the teacher role to the facilitator role. The
teacher in the study used to traditional teaching and this may explain their
feelings. Williams (26) recommended that the staff should be well trained to
transform from the traditional teaching to PBL.
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“ it was not easy for me to set back and listen, I am the one who used to
teach not to listen”
Other teachers raised concern that it was not easy for the student who used
to spoon feeding education to be independent suddenly which make them
feel uncomforted and sometimes frustrated. Students in the study take time
to learn how to learn from each others and to share information as in other
study (26).
" I felt that the students were not happy , they were expecting more
intervene, answering their question as they used”
Students were not conscious of the interdependence and the limits of the
relationship between themselves and the tutor.
“ it was not easy for the student who used to spoon feeding to be
independent, they were follow me where ever I go asking”
Also there was a general consensus among the teachers that the new PBL
course needed to be well structured and have a clear guidelines for applying
and facilitation which will help n the continuous guidance and support.
“ staff preparation on facilitation and facilitator role was not enough, it is hard
to switch from being a teacher to a facilitator, it needs more time and
preparation”
“ we were in need for facilitator guide to use it when we need”
Working as a team
Most of the teachers in the study found that the students were not equally
involved in the group work and reporting of findings. The idea of sharing
information and put effort and share it with others who do not want to put any
effort caused many conflict inside the groups. Also, uneven group
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participation has been identified as an issue else where (25,28). The teachers
experienced a great problems helping students to sort their inside group
problems. It takes time for students to learn about group dynamic and to
work as a team.
“At the beginning, it was difficult for the students to work in a group as a
team, I spent most of the time, solving their internal clashes” , but with the
time, they started to go through group dynamic process”
“ during the presentation of the first problem, it was clear that It was one
man show, from the critique and the questions asked to all the groups, I made
it clear for them that every one has to be involved and share responsibilities”
Learning Facilities
Reference was also made to a need for improving the learning facilities
through the PBL course in order to achieve the course objectives. Our
educational infrastructure has been designed with large lecture halls which
unsuitable for small group work. The requirement for accessing to enough
appropriately sized and prepared rooms may make it difficult to implement
this course with large numbers of students. These findings are similar to and
reinforce previous evidence that has suggested that applying PBL needs
proper learning facilities and support system (26). Also, there were a need fro
student and facilitator guidance to help and guide all through.
“ lack of small classes for tutorial sessions were a big problem” “ using the
lecture theater to tutor all the groups at the same time was very annoying and
affected the learning process negatively”
“ students access to internet library, PCs and internet lines were not enough
and not available for the students when they need them”
“ there were a need for student guide to guide them all through and decrease
the burden on facilitators”
13
Student Numbers
Number of each tutorial affected their effectiveness however they used to teach
large number of students they felt over whelmed with 30 students and that the
PBL course needs more time hours that the traditional course. These findings
concur with the evidence that shows that teaching a PBL course needs 20%
more time rather than the traditional method (29).
“30 students is huge number to tutorial and support ,I used to teach 100 students
or more but as a facilitator I felt over whelmed, in traditional teaching I am giving
the lecture and that set, as a facilitator I had to be their most of the time to follow
the group progress and to be sure that they are using different learning
resources”
Others reported that facilitation role added more burden on teachers as they had
to help students learning other skills such as ( Computer skills, writing and
presentation skills, communication skills).
“ I even had to teach them some basic computer skills, like emailing, searching
and using different searching engine”
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Researcher experiences
As a coordinator, I observed that the students were enjoying the change
and were developing individual skills as the course progress such as (working in
a team, interpersonal communication skills, writing and presentation skills, wider
reading, and independency). The tutorial discussions were more productive than
those of traditional teaching. Written skills and oral presentations sessions were
important learning skills.
Final scholastic achievements for PBL students were not seen clearly
improvement but it shows scholastic achievements for the same group on the
second traditional course at the same year. During tutorial discussion, it was
clear that students' grasp of the subject were much better than that of the others
traditional courses. Those students used to the traditional approach of education
and this might explain why they experienced some difficulties in their final exam,
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With the adoption of PBL there was an explicit expectation to utilize appropriate
teaching approaches. This may necessitate teachers changing their existing
skills and believes around traditional teaching. During the PBL course the
teachers experienced some anxiety about changing from teaching strategies
which they were comfortable using, to the PBL course that they were applied for
the first time.
Some students were not careful regarding the sources of information they
use. Some students found it easy to just go to Google and came up with any
information. They were advised to report on proper references. They were
learning quite a lot without realizing, it is about skills and confident of using
knowledge. Introducing PBL is a cultural shift, we got to determine what we need
from our students, we are looking for future professions who are using their
knowledge and skills to improve their practice.
Conclusion:
The study is showing evidence that PBL is effective learning strategy even
with large group of students, students in the study reported that PBL helped them
integrating different sources of knowledge, enhancing their educational and
transferable skills and affected their future education. PBL teaching strategy can
achieve the objectives of the new educational agenda and will take nursing
education forward for better nursing profession. Additionally, it illustrates issues
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that can limit the success of teaching PBL course and stressing the importance of
proper preparation and training for both staff and students which will enhance the
effectiveness and achievement of nursing educational objectives using PBL
teaching style.
Recommendations:
1- PBL is a new teaching style which challenge both students, teachers and
organizational structure but need proper training for both students and staff and
good course preparation.
2- The findings of the study may be important to other nurse educators who may
consider introducing PBL teaching strategy as an advanced learning for large
group of students.
Acknowledgement:
I would like to deeply thank our maternity and gynaecology Nursing students and
academic nursing staff who participated in the study.
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Table (1) Course time table G 1 & 2
Week Sessions
1 Introducing the PBL teaching format, important, aims, contents,
evaluations, Organise groups, Hand problem 1
2 Compulsory tutorial, mini lecture 1
3 Mini lecture 2, submission of problem 1
4 Oral presentation of problem 1, group 2 critique, audience questions
and clarifications
Course timetable G 3,4 & 5,6
Week Sessions
5 Discuss the progress of the course, Hand problem 2 and 3
6 Compulsory tutorial, mini lecture 3
7 Mini lecture 4, submission of problem 2 & 3
8 Oral presentation of problem 2 & 3, group critique, audience questions
and clarifications
Course timetable G 7,8 & 9,10
Week Sessions
9 Discuss the progress of the course, Hand problem 4 and 5
10 Tutorial, mini lecture 5
11 Mini lecture 6, submission of problem 5 & 6
12 Oral presentation of problem 4 & 5, group critique, audience questions
and clarifications
Table (2) Two hours presentation session
G 1 give a 30 min. presentation of their G 2 give a 30 min. presentation of their
solution to the problem solution to the problem
G 2 question them about their G 1 question them about their
presentation presentation
Audience question to the two groups Audience question to the two groups
Tutor question the two groups and the Tutor question the two groups and the
audience audience
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Working in a team Very much 54321 Not at all 4
Learning in comparing to Very much 54321 Not at all 4.2
traditional course
Time in comparing to traditional Very much 54321 Not at all 2.2
course
Acquiring new skills Very much 54321 Not at all 4.2
Learning environment and Very much 54321 Not at all 2
facilities
Independent learning Very much 54321 Not at all 4
Using PBL in other courses Very much 54321 Not at all 3
70
60
No. of Students
50
20
10
0
e
od
d
s
nc
ile
oo
as
o
le
Fa
G
P
el
V
xc
E
Scholastic Achievements
19
Sholastic Achievments Trend for
Previous Semester
70
60
No of students
50
40
30
20
10
0
Good
Pass
Failed
V Good
Excellence
achievements
Scholastic
Scholastic Achievments
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