Developing student-centred perspectives in PBL: how teacher profiles reveal educational needs for faculty development programmes
Abstract Background In 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 suffici...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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BMC
2023-08-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-023-04538-0 |
| _version_ | 1827633857642364928 |
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| author | Lukas Daniel Leatemia Astrid Pratidina Susilo Jeroen Donkers Jeroen J. G. van Merrienboer |
| author_facet | Lukas Daniel Leatemia Astrid Pratidina Susilo Jeroen Donkers Jeroen J. G. van Merrienboer |
| author_sort | Lukas Daniel Leatemia |
| collection | DOAJ |
| description | Abstract Background In 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. Methods To 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. Results We 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. Conclusions The 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. |
| first_indexed | 2024-03-09T15:06:21Z |
| format | Article |
| id | doaj.art-d75310468afa4cfeb8ad0b35a655c2fb |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-03-09T15:06:21Z |
| publishDate | 2023-08-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-d75310468afa4cfeb8ad0b35a655c2fb2023-11-26T13:40:03ZengBMCBMC Medical Education1472-69202023-08-0123111110.1186/s12909-023-04538-0Developing student-centred perspectives in PBL: how teacher profiles reveal educational needs for faculty development programmesLukas Daniel Leatemia0Astrid Pratidina Susilo1Jeroen Donkers2Jeroen J. G. van Merrienboer3Department of Medical Education, Faculty of Medicine, Mulawarman UniversityDepartment of Medical Education and Bioethics, Faculty of Medicine, Universitas SurabayaDepartment of Educational Development and Research, Faculty of Health Medicine and Life Sciences, Maastricht UniversityDepartment of Educational Development and Research, Faculty of Health Medicine and Life Sciences, Maastricht UniversityAbstract Background In 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. Methods To 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. Results We 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. Conclusions The 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.https://doi.org/10.1186/s12909-023-04538-0Teacher profilesStudent-centred perspectivesOnion modelPBLFaculty development |
| spellingShingle | Lukas Daniel Leatemia Astrid Pratidina Susilo Jeroen Donkers Jeroen J. G. van Merrienboer Developing student-centred perspectives in PBL: how teacher profiles reveal educational needs for faculty development programmes BMC Medical Education Teacher profiles Student-centred perspectives Onion model PBL Faculty development |
| title | Developing student-centred perspectives in PBL: how teacher profiles reveal educational needs for faculty development programmes |
| title_full | Developing student-centred perspectives in PBL: how teacher profiles reveal educational needs for faculty development programmes |
| title_fullStr | Developing student-centred perspectives in PBL: how teacher profiles reveal educational needs for faculty development programmes |
| title_full_unstemmed | Developing student-centred perspectives in PBL: how teacher profiles reveal educational needs for faculty development programmes |
| title_short | Developing student-centred perspectives in PBL: how teacher profiles reveal educational needs for faculty development programmes |
| title_sort | developing student centred perspectives in pbl how teacher profiles reveal educational needs for faculty development programmes |
| topic | Teacher profiles Student-centred perspectives Onion model PBL Faculty development |
| url | https://doi.org/10.1186/s12909-023-04538-0 |
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