Abstract
BackgroundMultiple studies have explored the use of active learning strategies among faculty members in different healthcare colleges worldwide, however, very few have described the use of these strategies in the Middle East. The aim of this study was to evaluate the extent of the implementation of active learning and its various techniques across different fields of healthcare education in various countries in the Middle East.MethodsA Web-based questionnaire was developed to obtain information on the use of active learning methods. This survey was disseminated among faculty members in healthcare colleges in 17 Middle Eastern countries.ResultsOut of 22,734 online invitations that were sent to faculty members in different healthcare colleges, 2085 (9.17%) accepted the invitations, however, only 722 (34.63%) of those who agreed to participate filled out the questionnaire. Eighty-seven percent of the responders utilized at least one technique of active learning. Active learning was used more frequently by female responders. For example, 54.30% of the female responders reported using learning by teaching as one of their teaching methods compared to 41.30% of their male counterparts (p = 0.0005). The various forms of active learning were used at similar levels in both public and private healthcare colleges. Only minor differences were seen among different age groups or academic positions of the responders, but significant variabilities were noted among the several fields of healthcare education. For example, 61.54% of responders from the nursing faculty reported using reaction to videos as one of their teaching methods compared to 31.11% of their counterparts in the faculty of dentistry (p = 0.0021). The most frequently reported obstacles interfering with the effectuation of active learning include the lack of technical support and time constraints.ConclusionsAlthough some barriers to the implementation of active learning exist, it is extensively used by faculty members in healthcare colleges in the Middle East.
Highlights
Multiple studies have explored the use of active learning strategies among faculty members in different healthcare colleges worldwide, very few have described the use of these strategies in the Middle East
Recent decades witnessed an increase in the efforts to enhance the traditional methods of teaching, including those utilized in institutions of higher education [1, 2]. This search for novel approaches embraced the active learning technique, which comprises instructional methods that compel the student to become thoroughly engaged in the process of gaining knowledge [3, 4]
Responses were obtained from academicians representing all 17 Middle Eastern countries, a disproportionality in the number of replies between different countries was noted (Table 1)
Summary
Multiple studies have explored the use of active learning strategies among faculty members in different healthcare colleges worldwide, very few have described the use of these strategies in the Middle East. Recent decades witnessed an increase in the efforts to enhance the traditional methods of teaching, including those utilized in institutions of higher education [1, 2] This search for novel approaches embraced the active learning technique, which comprises instructional methods that compel the student to become thoroughly engaged in the process of gaining knowledge [3, 4]. Many obstacles negatively affect the implementation of active learning techniques They include an inadequate time to cover the content of a course, excessive pre-class preparation requirements, difficulties in implementation in a large-class setting, lack of resources to support active learning, perception by some faculty that they are good lecturers, and avoidance of risk associated with switching to a different teaching paradigm [17]
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