Examining emic viewpoints on a pedagogical development program’s long-term effects using Q methodology

Health educators' professional agency in negotiating their problem‐based learning (PBL) facilitator roles: Q study

“…On an intrapersonal dimension, the PBL facilitators' roles shall be supported with their beliefs and efficacy about pedagogy, motivation, interest, attitudes, personal values, and intensions. [2][3][4][5][6]10,11,14,17 On an action dimension, the PBL facilitators may source their agency through actions in practice, such as activating one's own prior experiences and engaging to diverse activities to learn more about PBL, 16,18 actively participating in PBL development activities such as designing cases and organising collaborative work, 16,18 and engaging to professional learning activities. 2,3 The facilitators not only follow instructions on characteristics of good facilitators following health education literature regarding tips and techniques 8,9,[11][12][13][14] but also devote to interactions with their students and peer colleagues to constantly improve their facilitation competence.…”

“…2,3 The facilitators not only follow instructions on characteristics of good facilitators following health education literature regarding tips and techniques 8,9,[11][12][13][14] but also devote to interactions with their students and peer colleagues to constantly improve their facilitation competence. 16,18 Finally, the facilitation work, on an environmental dimension, is supported or constrained by institutional conditions, facilities, and policy requirements. [14][15][16][17][18] At the same time, as agentic professionals, they shall take actions contributing to the institutional prospective development regarding how to extend the benefits of PBL in a long term.…”

“…16,18 Finally, the facilitation work, on an environmental dimension, is supported or constrained by institutional conditions, facilities, and policy requirements. [14][15][16][17][18] At the same time, as agentic professionals, they shall take actions contributing to the institutional prospective development regarding how to extend the benefits of PBL in a long term. 16,18 Following a few steps of review work as illustrated in Figure 2, followed by expert validation and pilot feedback, a total of 33 statements were finally agreed upon by the research team constructing the final Q statement.…”

“…[14][15][16][17][18] At the same time, as agentic professionals, they shall take actions contributing to the institutional prospective development regarding how to extend the benefits of PBL in a long term. 16,18 Following a few steps of review work as illustrated in Figure 2, followed by expert validation and pilot feedback, a total of 33 statements were finally agreed upon by the research team constructing the final Q statement. Table 1 presents the connection between the framework and the statements.…”

“…15,16 While previous studies have suggested that beliefs promote and constrain the adoption of new ideas and strategies, gaps between university teachers' beliefs and actual practices have been identified. 17,18 Qatar University is a national public institution in the state of Qatar, whereby the Colleges of Medicine and Dentistry were recently established 6 and 3 years ago, respectively. In these two colleges, PBL has been adopted as the major learning methodology in the early years to support learner-centeredness; year two and three students attend PBL sessions for 12-14 weeks each semester.…”