EVALUATION OF SDUTF FACULTY MEMBERS’ VIEWS ABOUT POBLEM BASED LEARNING

Aim: The aim of this study was to evaluate the views of the faculty members of Süleyman Demirel University Faculty of Medicine on problem based learning approach. Method: As the universe of the study, 93 (74.4%) faculty members who were active in the 2017-2018 academic year in the Faculty of Medicine of Süleyman Demirel University were reached (n: 93). The questionnaire consists of four main sections. These; In the first part, 4 questions about the sociodemographic characteristics of the faculty members, 8 questions about the factors that may affect the opinions and experiences of the faculty members about PBL in the second part, in the third section, 12 questions about the thoughts and experiences of the lecturers about the current state of the SDUTF training program, It consists of 12 questions that question their thoughts and experiences. Results: In our study, the current state of the SDUTF training program was evaluated as e？itim good hali in terms of ？ middle ”PBL. The mean score of the participants in the SDüTF training program was 33.34 ± 19.63 (Min: 0.00, max: 60.00). 12.00, Max: 60.00). In the analysis of the study, the opinions and experiences of the lecturers on the PBL and the request to take part in a commission related to the development process of the education program, request to take part in a commission related to the evaluation process of the education program, and to disrupt the service and research activities of the educational guidance, There was a significant relationship between interest and motivation. Discussion: We can evaluate PBL approach as a development area for faculty members. Planning of PBL activities with arrangements that will not affect the routine working order of faculty members can positively affect the acceptance and implementation of this approach. In our study, it was found that the positive views of faculty members on the interest and motivation of the current education program will also affect their opinions about PBL. In this context, we believe that the number of faculty members and the planning of the learning environments, the design of the training of trainers in the development of the training program, and the interest and motivation effect of the current training program on learning positively influenced the opinions and experiences of the faculty members about PBL