Factors Affecting Knowledge and Attitude Towards Hybrid Problem-Based Learning Curriculum Among Academicians of the University of Gondar, Northwest Ethiopia.

Abstract

BackgroundAdapting a tutor role in a hybrid problem-based learning (h-PBL) model is a challenge to novices. Therefore, this study aimed to assess the factors associated with the academicians’ knowledge and attitude toward the h-PBL curriculum.MethodsAn institution-based cross-sectional study was conducted from August 1st to 30th, 2021. A Simple random sampling was employed. Data were entered and analyzed with EpiData 4.6 and SPSS® version 25. Multivariable logistic regression analysis was fitted and adjusted odds ratio at a p-value of ≤0.05 and 95% confidence interval were used to declare significant association.ResultsThe study included 415 academicians with a response rate of 97.8%. Four-sixths (66.3%) of them have good knowledge (95% CI = 61.7–70.8). Being age 30–34 (AOR = 2.97; 95% = CI: 1.69–5.23), being age over 34 (AOR = 3.36; 95% CI = 1.6–6.66), currently teaching (AOR=1.84; 95 CI = 1.1–3.07) and having received PBL training (AOR = 1.9; 95% CI = 1.01–2.7) were significantly associated with good knowledge. More than half (51.1%) had a favorable attitude (95% CI = 46.3–55.9). Being age over 34 (AOR = 3.69; 95% CI: 1.98–6.89), having 5–9 (AOR = 2.21; 95% CI: 1.85–2.34) and above 9 years of experience (AOR = 1.53; 95% CI = 1.03–2.11), having received PBL training (AOR = 1.93; 95% CI = 1.17–2.8), ever-constructing PBL cases (AOR = 1.7; 95% CI = 1.08–2.68), and presence of rooms set aside for PBL sessions (AOR = 2.26; 95% CI = 1.2–4.16) were significantly associated with academicians’ favorable attitude.ConclusionAcademicians’ knowledge and attitude towards the h-PBL curriculum can be improved with training, participation in PBL case construction, and setting rooms aside for PBL sessions.