Knowledge and Attitudes towards Problem-Based Learning and Associated Factors Among Academicians at the Institute of Health, Jimma University, Ethiopia

Knowledge and Attitudes towards Problem-Based Learning and Associated Factors Among Academicians at the Institute of Health, Jimma University, Ethiopia | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Knowledge and Attitudes towards Problem-Based Learning and Associated Factors Among Academicians at the Institute of Health, Jimma University, Ethiopia Mulugeta Lemma Neggasa, Fekadu Yadessa, Kebenesa Angasu, Nuritu Bacha, and 3 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8367559/v1 This work is licensed under a CC BY 4.0 License Status: Under Revision Version 1 posted 15 You are reading this latest preprint version Abstract Background Lack of good knowledge and a favorable attitude towards Problem-Based Learning may lead academicians to apply the traditional teaching method which may compromise the quality of health sciences education. Therefore, this study aimed to assess the factors associated with the academicians’ knowledge and attitude toward problem-based learning. Methods An institutional-based cross-sectional study was conducted from May 20 to June 18, 2023,on 422 academicians selected using a simple random sampling technique. The data were entered into Epi-Data version 4.6 and exported to SPSS-26 for analysis. Bivariate and multivariate logistic regressions were used to test the association between the independent variables and the dependent variables with a 95% confidence interval at and a p-value < 0.05. RESULT The study included 394 academicians with a response rate of 93.4%. The level of good knowledge and favorable attitude toward PBL was 57.1% and 54.6% respectively. Having problem based learning training [AOR = 2.92, 95% CI = 1.22–6.99], academic rank above lecturer [AOR = 2.12, 95% CI = 1.09–4.1], teaching experience of 6–9 years of experience [AOR = 2.66, 95% CI = 1.11–6.37]and 10 or more years [AOR = 4.98, 95% CI = 1.74–14.22], delivering the course with PBL [AOR = 2.11, 95% CI = 1.08–4.12), were statistically significantly associated. On the other hand, age 36–40 [AOR = 3.45, 95% CI = 1.08–11.04], being in a school of medicine [AOR = 4.8 95% CI = 1.27–13.07] and being in school of midwifery [AOR = 6.39(95% CI = 1.19–13.44), having PBL training [AOR = 3.42, 95% CI = 1.41–8.31], participation in the construction of PBL case [AOR = 0.43, 95% CI = 0.22–0.83], having good knowledge of PBL [AOR = 3.14, 95% CI = 1.78–5.53] were statistically significantly associated with academician’s attitude towards problem based learning Conclusion More than half of respondents had good knowledge and a favorable attitude toward problem based learning. Knowledge Attitude Problem-based learning Jimma University INTRODUCTION Problem-based learning is an instructional approach that presents pertinent challenges at the outset to stimulate learning, facilitating student interaction in small groups.( 1 , 2 ).PBL starts with the assumption that learning is an active, integrated, and constructive process( 3 ).PBL approaches seem promising in addressing real-world challenges, raising knowledge retention, higher-order thinking, communication, problem-solving, and independent learning skills, and better integrating basic science and clinical skills ( 4 – 6 ). Problem-Based Learning (PBL) was initially implemented in the late 1960s at McMaster University's medical school in Canada( 7 ). Currently, it is a prevalent component of curricula in medical and health science institutions globally( 8 ). Many educational institutions, including those in resource-limited regions, have embraced the PBL curriculum owing to its distinct benefits( 9 ). For instance in Uganda, the faculty of Medicine, at Makerere University Kampala, Kwame Nkrumah University of Science and Technology (KNUST, Ghana),University of Cape Town (South Africa) and University of Nairobi (Kenya), were among early adopters, adapting PBL to local contexts since the academic year 2003/2004( 10 ). As the world is currently facing health workforce shortages as a result of challenges in health professional education, the WHO recommended countries rapidly scale up and restructure health professional education to address the shortage of health professionals( 11 ). The WHO recommended countries to rapidly scale up and restructure health professional education to address the shortage of health professionals( 12 ). As a result, Ethiopia increased pre-service education, which increased the number of graduates( 13 ). However, the quality of higher education in the nation was not much affected by those efforts( 14 ). One of the ongoing issues facing the majority of Ethiopian higher education institutions is the shortage of experienced academicians( 14 ). Pedagogical knowledge is one indicator of quality educators and refers to the specialized knowledge of educators for creating effective teaching and learning environments for all students( 15 ). The main concepts of assessment apply to PBL courses, and a variety of evaluation methods must be used, even though specific assessment processes have been designed to evaluate students' learning through PBL( 16 ). Additionally, attitude towards PBL plays a major role in its implementation as a teaching method( 17 ). One of the most important elements for effectively executing the PBL program is the learning assistance provided by tutors( 18 ). Importantly, the problem-based learning model shows that tutoring characteristics have an impact on learning outcomes ( 19 ). In a problem-based learning paradigm, the tutor's function shifts from subject-matter expert to group learning facilitator, assisting students in identifying critical learning objectives( 20 ). Unless tutors are adequately introduced to PBL and have a favorable attitude toward PBL they revert to ineffective instructing strategies that contribute to the generation of incompetent graduates who confront challenges, especially in light of the complexity of illness patterns, the globalization of healthcare services, and contribute to low client satisfaction on health care service ( 21 – 23 ). Although studies implied that components of a hybrid curriculum, mainly PBL, could encourage students to self-directed learning, the method of health professional education in Ethiopia is still mostly the teacher-centered approach( 24 ). As a result, students rely on teachers to provide the knowledge and skills they need to succeed in school and beyond( 25 ). However, not all teachers are created equal and have a significant impact on students' academic performance and their future careers ( 26 ). Jimma University is one of the higher education institutions in Ethiopia, that embraced problem-based learning as a fundamental instructional technique for the training of health professionals( 27 ). However, there are limited study conducted regarding the knowledge and attitude of academicians towards PBL specifically as one teaching method in Ethiopia. Thus, this study aims to assess the knowledge and attitude of academicians towards problem-based learning and associated factors. MATERIALS AND METHODS Study setting and Period Jimma University (JU) is a public research university located in Jimma, Oromia Regional state in southwestern Ethiopia. Jimma University is one of the leading Ethiopian universities located 352 km southwest of Addis Ababa the capital city of Ethiopia. Jimma University Institute of Health is one of the institutes among the three ( 3 ) institutes and colleges of Jimma University. The institute was founded in 1983 and has three faculties; namely, the faculty of health sciences, the faculty of medical sciences, and the faculty of public health. The study was conducted at the faculty of medical sciences and faculty of health sciences. The faculty of medical sciences performs both clinical services and academic services under 15 departments. The faculty of health sciences has four schools namely the School of Pharmacy, the School of Medical Laboratory, the School of Midwifery, and the School of Nursing. Jimma University has been implementing problem based learning as a teaching method in all departments under Faculty of Medical Sciences and Faculty of Health Sciences since 2011. By the year 2023, those faculties have 602 academic staff ( 28 ). The study was carried out from May 20 to June 18, 2023. Study Design An institutional-based cross-sectional study was conducted. Population Source Population All academic staff in the faculty of the Institute of Health, Jimma University Study Population All randomly selected academicians of the Institute of Health at Jimma University Inclusion Criteria The study included all academicians in the faculties Exclusion Criteria The study excluded advisors of the study and PBL experts Academicians who were not available at the study area during the data collection period Sample Size Determination The single population proportion formula was used to calculate the sample size for the study by considering the following assumptions: the proportion of favorable attitude of academicians towards the PBL hybrid curriculum conducted in Gondar University( 29 ) – 51%, level of confidence – 95%, and margin of error – 5%. The proportion of favorable attitudes of academicians towards PBL was selected from the study objectives as it yields a larger sample size for the study. Therefore, the sample size was determine by formula n = (Zap/z) 2 P (1-p ) d 2 Where, n = is the maximum sample size, P = population proportion (51%) Z α/2 = is standard score value for 95% confidence level, P = is proportion of success in a sample and d = is margin of error 0.05 (5%). n= (1.96) 2 (0.5) (1-0.5) = 3.84x0.5x0.5 = 384 (0.05) 0.0025 By adding a non-response rate of 10%, the final sample size was 422. Sampling Method Simple random sampling was employed after obtaining the list of academicians from the Institute of Health Human Resource Director, Jimma University. The study participants were selected by computer-generated simple random sampling by using their serial numbers as code. Variables of the Study Dependent Variables Academicians’ knowledge and attitude toward the PBL Independent Variables Age, sex, academic rank, teaching experience, training on PBL, availability of rooms set aside for PBL sessions, Prepared PBL case, PBL Coordinating committee, Department type, ever delivering course with PBL, ever constructing PBL case Data Collection Tool and Procedure After a review of different literature, the data collection tool was developed ( 29 – 35 ). A pre-tested semi-structured self-administered questionnaire was used to collect the data. The questionnaire comprised socio-demographic characteristics, academician characteristics, knowledge assessment, and attitude assessment questions. Knowledge about the concept of PBL was assessed by asking about its definition, technique, role of tutors, group development, size of students per group, case development, and assessment system. The response for each item was then entered as follows: “Incorrect response or I don’t know” = 1 and “Correct response” = 2( 36 ). Attitude was measured using 13 items on a 5-point Likert scale were used to measure attitude, with strongly disagree = 1, Disagree = 2, Neutral = 3, Agree = 4, and strongly agree = 5( 36 ). The responses to three negative attitude assessment questions were reverted during data entry. Operational Definitions Knowledge Measurements The overall knowledge score was computed from the summation of respondents’ responses for each item regarding knowledge. Then composite variable “knowledge” was dichotomized as “poor knowledge” and “good knowledge” based on the median score. The minimum score of knowledge-related questions was eleven ( 11 ) and the maximum score was twenty-two ( 22 ). The median score of score of knowledge-related questions was twenty ( 20 ). Good Knowledge Respondents who scored equal to or higher than the median score ( 20 ) for knowledge related questions( 37 ). Poor Knowledge the respondents who scored below the median score ( 20 ) for knowledge related questions Attitude Measurements The overall attitude score was computed from the summation of respondents’ responses for each item regarding attitude. Then composite variable attitude was dichotomized as either “favorable” or “unfavorable” based on the median score. The minimum score of attitude-related questions was 23 and the maximum score was 59. The median score of attitude-related questions was 51. Favorable Attitude Participants were regarded to have a favorable attitude toward the PBL if they scored equal to or higher than the median score ( 37 ). Unfavorable Attitude Participants were regarded to have an unfavorable attitude toward PBL if they scored below the median score. Academicians are a person who teaches or indulges in research in institutions of higher learning such as a college or university and who is honored with full membership into an academy that is a body focused on the study and advancement of a specific field of learning such as the arts, sciences, medicine etc., having a strong national influence( 38 ) Data Analysis Procedure Before being exported to SPSS version 26 for cleaning and analysis, the data was entered into Epi-Data version 4.6. Analysis of the data was conducted using descriptive and inferential statistics. Frequencies and percentages were used to summarize categorical variables, providing an overview of the distribution of key characteristics among the study participants. In the multivariate logistic regression analysis, variables with a p-value of less than 0.25 in the bivariate logistic regression analysis were included, and the AOR (adjusted odds ratio) at a p-value of ≤ 0.05 with 95% CI (Confidence Interval) was used to declare a significant association. With a variance inflation factor of 0.05. Data Quality Management The data were collected and supervised by three BSc midwives and two MSc midwives respectively. The questionnaire was reviewed by one PBL expert (PBL coordinator and PBL trainer), and one expert in midwifery education to ensure face validity. The questionnaire was prepared in English and was administered to 20(5%) participants at Wallaga University. After the pretest, the tool’s language clarity was checked, and any necessary changes were made which included writing clearer instructions and editing some items. The inter-item consistency of the tool was estimated with a Cronbach’s coefficient alpha test, which yielded 0.88 and 0.93 for knowledge and attitude, respectively. Two-day training on the overall data collection procedure was given for data collectors on data collection tools to be familiar with it. The principal investigator and supervisors trained data collectors monitored data collection,reviewed questionnaires for completeness daily. RESULTS Socio-Demographic and Academician-Related Characteristics of the Study Respondents In this study, 394 academicians participated with a response rate of 93.4%. The median age of the participants was 38 years with an interquanrtile range of 41 − 34 and the majority of respondents were between the ages of 36–40 years. The majority of participants 286(72.6%) were males. In terms of academic rank, more than half (66.8%) were lecturers continued by assistant professors 98(24.9). Among the total respondents, 132(33.53%) have at most five years of work experience in teaching, and about 152(38.6%) respondents have ten or greater years of work experience in teaching. Concerning training on PBL 114(29%) of the respondents did not take the training about problem-based learning (Table-1). Table 1 Socio-demographic and academician characteristics of study participants in Knowledge and attitude towards Problem-based learning and associated factors among academicians in Institute of Health, Jimma University, Jimma, southwest Ethiopia, 2023 (n = 394). Variable s Category Frequency Percentage (100%) Sex Male 286 72.6 Female 108 27.4 Age 26–30 54 13.7 31–35 70 17.8 36–40 161 40.9 ≥ 41 109 27.7 School Medicine 261 66.2 Pharmacy 41 10.4 Medical laboratory 39 9.9 Midwifery 17 4.3 Nursing 36 9.1 Academic rank Graduate Assistant and Assistant Lecturer 14 3.6 Lecturer 263 66.8 Assistant Professor 98 24.9 Associate Professor and Professor 19 4.8 Knowledge of Participants towards Problem-Based Learning The proportion of the respondents who had good knowledge of problem-based learning was found to be 57.1%, [95% CI = 52.1–62.1%].Regarding the knowledge of participants towards individual items on knowledge assessment, the majority 283 (71.8%) of the participants correctly defined problem-based learning. In other way, more than two-thirds 263(66.8%) correctly identified the roles of tutors in problem-based learning Additionally, more than half 233(59.1%) of respondents responded correctly about the size of groups (6–8 students in a group) in problem-based learning. Moreover, about 257(65.2%) of participants responded correctly about the evaluation method applicable to problem-based learning as both formative and summative evaluation methods. Regarding the teaching approach in PBL, less than a quarter (23.6%) of respondents selected lecturing as a teaching approach incorrectly, and about 22.3% characterized the PBL scenario as open-ended questions incorrectly. Regarding stages of PBL case development about 244(61.9%) selected forming as the first stage correctly. ( Table 2 ) Table 2 Knowledge of respondents towards problem-based learning in Jimma University, Institute of health, southwest Ethiopia, 2023 (n = 394) Items Response Correct Incorrect Definition of problem-based learning 283(71.8%) 111(28.2%) Teaching technique 288(73.1%) 106(26.9%) Steps of PBL development 286(72.6%) 108(27.4%) Role of tutors 263(66.8%) 131(33.2%) Characteristics of the scenario used 250(63.5%) 144(36.5%) Tutors expertise needed 265(67.3%) 129(32.7%) Group size 233(59.1%) 161(40.9%) Teacher versus student 250(63.5%) 144(36.5%) Teaching approach in PBL 259(65.7%) 135(34.3%) Stage of group development 246(62.4%) 148(37.6%) Evaluation method in PBL 257(65.2%) 137(34.8%) Factors Associated with Knowledge of the Academicians towards PBL Bivariate analysis at a P-value of 0.25 significance level was done to select variables to be fit into multivariable binary logistic regression from which: academicians age, year of experience in teaching, school of academicians, academic rank, availability of PBL coordinating committee, pre-prepared case, separate room for PBL, training on PBL, experience of delivering course with PBL and experience of constructing PBL case variables were found to be significantly associated with knowledge of academicians towards PBL. However, in a multivariate logistic regression after adjusting for other covariates, years of experience in teaching, training on PBL, academic rank, and experience delivering courses with PBL were found to be significantly associated with knowledge of academicians towards PBL at a 5% level of significance. Accordingly, the odd of having good knowledge of PBL was 2. 66 times higher among academicians with 6–9 years of experience [AOR = 2.66, 95% CI = 1.11–6.37) and 4.99 times higher among academicians with 10 or more years of experience [AOR = 4.99, 95% CI = 1.75–14.23] when compared to those who had 5 or less years of work experience respectively. Additionally, respondents who were trained on PBL had odds of having good knowledge of PBL were 2.92 times higher among the respondents who were not trained [AOR = 2.92, 95% CI = 1.22-7]. Moreover, assistant professors and professors had odds of having good knowledge about PBL 2.12 times higher than those with the academic rank of graduate assistant to lectures with PBL [AOR = 2.12, 95% CI = 1.09–4.1]. Similarly, respondents who have experience in delivering courses with PBL had odds of having good knowledge 2.12 times higher than their counterparts [AOR = 2.12, 95% CI = 1.09–4.12) ( Table 3 ). Table 3 Factors associated with knowledge of respondents toward problem-based learning in Jimma University, Institute of Health, southwest Ethiopia, 2023. (n = 394) Variables Knowledge of PBL COR (95% CI) AOR (95% CI) P-value Good Poor N o (%) N o (%) Age 26–30 13(3.3%) 41(10.4%) 1 1 31–35 14(3.5%) 56(14.2%) 0.79(0.34–1.86) 0.69(0.26–1.84) 0.457 36–40 111(28.2%) 50(12.7%) 7(3.45–14.21) 0.74(0.24–2.29) 0.604 > 41 87(22%) 22(5.6%) 12.47(5.72–27.2) 0.72(0.19–2.69) 0.626 School Medicine 170(43.1%) 91(23%) 4.86(2.24–10.52) 1.75(0.6–5.17) 0.309 Pharmacy 16(4%) 25(6.3%) 1.664(.636-4.355) 0.69(0.19–2.43) 0.559 Medical laboratory 21(5.3%) 18(4.6%) 3.033(1.157–7.95) 3.07(0.86–8.10.98) 0.084 Midwifery 8(2%) 9(2.3%) 2.3111(0.696–7.67) 0.95(0.19–4.76) 0.947 Nursing 10(2.5%) 26(6.6%) 1 1 Year of experience ≤ 5 28(7.1%) 104(26.4%) 1 1 6–9 72(18.3%) 38(9.6%) 7.04 (3.97–12.48) 2.66(1.11–6.37) (0.028) * ≥ 10 125(31.7%) 27(6.8%) 17.2(9.54-31.0) 4.99(1.75–14.23) (0.003) * Academic rank GA-II to Lecturer 126(34%) 148(37.6%) 1 1 Ass’t Prof.- Professor 99(25.1%) 21(5.3%) 5.54(3.27–9.38) 2.12(1.09–4.1) (0.026) * Training of PBL Yes 205(52%) 75(19%) 12.85(7.41–22.28 2.92(1.22-7) (0.016) * No 20(5%) 94(23.9%) 1 1 Constructing PBL case Yes 175(44.4%) 78(19.8%) 4.08(2.64–6.32) 1.38(0.77–2.46) 0.282 No 50(12.7%) 91(23%) 1 1 Ever delivered PBL Yes 193(49%) 76(19.3%) 7.38(4.56–11.95) 2.12(1.09–4.12) (0.027) * No 32(8.1%) 93(23.6%) 1 1 * Statistically significant at p-value < 0.05; 1 is odds ratio for reference category Attitude of Participants toward Problem-Based Learning Among the total participants, about 215(54.6%) [95% CI = 49.5–59.6] had a favorable attitude toward problem-based learning. Regarding the attitude of participants towards individual items on attitude assessment about 301(76.4%) of faculty members had a favorable attitude that PBL is better than traditional teaching in resulting better exam results. About 120(30.5%) of faculty members stated that practicing PBL is time-consuming therefore educators cannot implement it. About 121(30.7%) had unfavorable attitudes toward the application of PBL as a teaching method in our setup due to resource constraints. Additionally, the majority of respondents, 295(74.9%) of respondents believed that PBL is important to develop the communication skills of students. Moreover, about 306(77.4%) of respondents agreed and strongly agreed that PBL helps to develop students' critical thinking abilities (Table 4 ). Table 4 Attitude of respondents toward problem-based learning in Institute of Health, Jimma University, southwest Ethiopia, 2023 (n = 394) Items Responses Strongly Disagree Disagree Neutral Agree Strongly agree PBL is better than a traditional teaching method 11(2.8%) 19(4.8%) 63(16.0%) 236(59.9%) 65(16.5%) PBL facilitates self-learning 9(2.3%) 14(3.6%) 61(15.5%) 207(52.5%) 103(26.1%) PBL is time-consuming 20(5.1%) 163(41.4%) 91(23.1%) 69(17.5%) 51(12.9%) PBL puts too much academic load on educators 13(3.3%) 153(38.8%) 102(25.9%) 86(21.8%) 40(10.2%) Helps to share knowledge 16(4.1%) 33(8.4%) 64(16.2%) 225(57.1%) 56(14.2%) Develops critical thinking 8(2.0%) 28(7.1%) 52(13.2%) 239(60.7%) 67(17.0%) Motivate students 17(4.3%) 31(7.9%) 57(14.5%) 219(55.6%) 70(17.8%) Produce competent healthcare providers 19(4.8%) 23(5.8%) 26(6.6%) 228(57.9%) 98(24.9%) PBL is not an applicable teaching method in our setup 19(4.8%) 166(42.1%) 88(22.3%) 86(21.8%) 35(8.9%) PBL helps students to perform writing up medical notes 15(3.8%) 29(7.4%) 46(11.7%) 230(58.4%) 74(18.8%) Develops communication skill 20(5.1%) 27(6.9%) 52(13.2%) 209(53.3%) 86(21.8%) Establish better patient-healthcare provider relationship 21(5.3%) 28(7.1%) 37(9.4%) 221(56.1%) 87(22.1%) PBL establishes interaction with peers 13(3.3%) 29(7.4%) 46(11.7%) 245(62.2%) 61(15.5%) Factors Associated with the Attitude of Academicians Bivariate analysis at a 25% significance level was run to select variables to be fit into multivariate binary logistic regression from which: Academicians' age, year of experience in teaching, school of academicians, pre-prepared case, separate room for PBL academic rank, training on PBL, Knowledge of PBL, experience of delivering course with PBL and experience of constructing PBL case variables were found to be significantly associated with attitude of academicians towards PBL. However, in a multivariate logistic regression after adjusting for other covariates, age, school, training on PBL, the experience of constructing PBL case, and knowledge about PB were variables found to be statistically associated with the attitude of academicians towards PBL at a 5% level of significance. Accordingly, the odds of having a favorable attitude towards PBL were 3.459 times higher among the respondents aged 36–40 years when compared to those aged 26–30 years [AOR = 3.46, 95% CI = 1.08–11.05]. Additionally, respondents who were trained on PBL had odds of having a favorable attitude towards PBL were 3.43 times higher among the respondents who were not trained [AOR = 3.43, 95% CI = 1.41–8.31]. Moreover, academicians who constructed the PBL case had odds of having good knowledge about PBL 0.43 times less likely than those who didn’t participate in the preparation of the PBL case [AOR = 0.43, 95% CI = 0.23–0.83]. Academicians in a school of medicine and midwifery were 4.8 times, [AOR = 4.8, 95% CI = 1.27–13.07] and six times [AOR = 6.39(95% CI = 1.19–13.44] more likely when compared with a school of nursing respectively. Moreover, academicians with good knowledge of PBL had odds of having a favorable attitude towards PBL 3.15 times higher when compared with those with poor knowledge of PBL and [AOR = 3.15, 95% CI = 1.79–5.53] (Table 5 ). Table 5 Factors associated with the attitude of respondents toward problem-based learning in Institute of Health, Jimma University, Southwest Ethiopia, 2023(n = 394) Variables Attitude toward PBL COR (95% CI) AOR (95% CI) P-value Favorable Unfavorable N o (%) N o (%) Age 26–30 8(2%) 46(11.7%) 1 1 31–35 14(3.6%) 56(14.2%) 1.437(0.56–3.72) 1.58(0.54–4.63) 0.409 36–40 112(28.4%) 49(12.4%) 13.14(5.77–29.91) 3.46(1.08–11.05) (0.036) * ≥ 41 81(20.6%) 28(7.1%) 16.63(7- 39.51) 2.86(0.76–10.72) 0.12 Year of experience ≤ 5 28(7.1%) 104(26.4%) 1 1 6–9 71(18%) 39(9.9%) 6.762(3.818–11.976) 1.1662(.471-2.864) 0.745 ≥ 10 116(29.4%) 36(9.1%) 11.968(6.834–20.959) 1.621(.561-4.686) 0.372 School Medicine 166(42.1%) 95(24.1%) 8.74(3.51–21.75) 4.8(1.27–13.07) (0.011) * Pharmacy 18(4.6%) 23(5.8%) 3.91(1.34–11.43) 3.81(0.95–15.28) 0.059 Medical laboratory 15(3.8%) 24(6%) 3.125(1.05–9.28) 2.56(0.62–10.59) 0.193 Midwifery 10(2.5%) 7(1.8%) 7.14(1.94–26.32) 6.39(1.19–13.44) (0.031) * Nursing 6(1.5%) 30(7.6%) 1 1 Academic rank GA-II to Lecturer 126(31.9%) 151(38.3%) 1 1 Ass’t Prof.- Professor 89(22.6%) 28(7.1%) 3.81(2.34–6.19) 1.71(0.9–3.24) 0.100 Training Yes 197(50%) 83(21%) 12.66(7.2-22.27) 3.43(1.41–8.31) (0.006) * No 18(4.6%) 96(24.4%) 1 1 Ever delivered PBL Yes 180(45.7%) 89(22.6%) 5.2(3.26–8.29) 1.15(0.57–2.32) 0.693 No 35(8.9%) 90(22.8%) 1 1 Constructing PBL case Yes 156(39.6%) 97(24.6%) 2.24(1.47–3.4) 0.432(0.23–0.83) (0.012) * No 59(15%) 82(20.8%) 1 1 Knowledge Poor 48(12.2%) 121(30.7%) 1 1 Good 167(42.4%) 58(14.7%) 7.26(4.64–11.36) 3.15(1.79–5.53) (0.000 ) * * Statistically significant at p-value < 0.05; 1 is odds ratio for reference category DISCUSSION Ethiopian higher education institutions have embraced problem-based learning, particularly in the teaching of medicine and health sciences and has a potential to bring new educational opportunities ( 39 ).However, there were multiple challenges to its adoption in Ethiopian medical schools, particularly a lack of faculty education, poor instructional design and governance, a lack of educational resources, and an unprepared classroom setting for PBL( 40 ). According to this study, the proportion of academicians having good knowledge about PBL was 57.1%, [95% CI = 52.1–62.1%]. The finding of this study is in line with a study conducted in Sudan that stated half of the faculty members have good knowledge about PBL ( 41 ). In another way, this finding is higher than the result of a study conducted in Kenya (38%)( 30 ). This may be due to the difference in sample size that only 38 participants in the study conducted in Kenya and this study (394) and the time gap. Moreover the finding of this study is lower than the finding of a study conducted at Gondar University 66.3%( 29 ) and study in Saudi Arabia (76.5%)( 42 ). The discrepancy may be due to more structured and frequent PBL trainings workshops focused on PBL in response to recommendation of prior study conducted in Gondar University than Jimma University in which no previous study conducted regarding PBL( 29 ). Additionally discrepancy may be due to the length period PBL has been applied. In this context, Saudi Arabia has been using PBL for a longer time than it has in Ethiopia ( 34 ). Thus, those academicians in Saudi Arabia may have their educational background through PBL or may have tutored for a longer period than Ethiopian Academicians. This study identified that academicians with 6–9 years and 10 or more years of experience had 2.66 and 4.99 times higher odds of having good knowledge of the PBL when compared with those with less than five years of experience respectively. This may be because long-serving academicians may have previously taken PBL-related training or visited other facilities and exchanged experiences of how PBL has been applied elsewhere( 29 ). As facilitators gain experience, they are also more likely to do better develop themselves( 41 ). Academicians with academic rank from assistant professor to professor were 2.12 times more likely to have good knowledge when compared with those with academic rank of graduate assistant to lecturer. This finding is supported by a study conducted in Sudan( 42 ). This may be due to the possibility that they could be more experienced, participate in case preparation and delivering courses with PBL, and get a chance to participate in different workshops and training opportunities than their counterpart. According to this study, academicians who had PBL training had 2.92 times higher odds of having a good knowledge of PBL than their counterparts. This finding is supported by a study at Gondar University in which having training doubled the odds of having good knowledge of the h-PBL curriculum and Saudi Arabia, where academicians showed good PBL knowledge after being trained( 29 ).This might be because teachers who participate in training programs have the chance to learn new approaches, techniques, tactics, strategies, abilities, and resources ( 43 ). This study revealed that academicians who had experience delivering courses with PBL were 2.12 times more likely to have good knowledge than those with no experience in constructing PBL cases. This can be related to the notion that tutors who were creating PBL situations took on their role when creating or co-creating the instructional challenges( 44 ). In turn, previous exposure to problem-based learning equips individuals with essential knowledge, abilities, and character traits through communication, teamwork, and problem-solving abilities. According to this study favorable attitude towards PBL was found to be 54.6% (95% CI = 49.5% − 59.6%). This finding is in line with the result of the study conducted in Gondar in which, academicians’ favorable attitude towards the h-PBL curriculum was 51.1%( 29 ).Additionally, the finding is higher than the finding of a study conducted in Kenya 48.6%( 30 ). The discrepancy may be due to the time, the difference in the study population, and the sample size difference. Furthermore, the finding of this study is lower than studies conducted in Nigeria at 80% ( 45 ) and Saudi Arabia at 66.7%( 46 ). The inconsistency of these results with reports from Nigeria and Saudi Arabia may be explained by delays in the adoption of the PBL program, differences in institutional experience with this program, and socioeconomic differences. The Nigerian study was conducted before the program was introduced( 45 ). Therefore, respondents may not be aware of the challenges inherent in implementing an h-PBL program. In contrast, the study in Saudi Arabia was conducted after PBL had been applied in medical education for a much longer period than in Ethiopia( 34 ). This can help facilitators get familiar with it and make them accept it favorably. Academicians aged 36–40 years had higher odds of having a favorable attitude towards PBL when compared with those aged 26–30 years. This finding is supported by the study conducted at Gondar University( 29 ). Academicians can become more familiar with and accept PBL by working together to find solutions to a range of issues in their longer academic services. To clarify their misunderstandings, they can also be exposed to the concepts of the PBL through seminars and training. This study identified that academicians in a school of medicine and midwifery had higher odds of having a favorable attitude towards PBL when compared with academicians in a school of nursing. The possible explanation could be differences between the schools regarding training arrangements, available resources, pre-prepared PBL cases, and the PBL coordinating committee around the school( 29 ). According to this study having training in PBL was 3.43 times more likely to have a favorable attitude towards problem-based learning when compared with those who did not have training on PBL. This finding is in line with studies in Gondar( 29 ) and Addis Ababa( 47 ).Tutors have the chance for ongoing professional development when they participate in training programs( 48 ). This includes learning new approaches, techniques, tactics, skills, and instruments. Teachers who advance in their field experience an inherent sense of self-assurance, joy, and motivation to accomplish more with their students( 43 ). This study revealed that academicians who participated in PBL case preparation were less likely to have a favorable attitude towards problem-based learning than those who did not participate in PBL case preparation. This finding was contradicted by a study conducted at Gondar University( 29 ). The discrepancy might be due to the difference in training arranged for academicians and the resources available between the institutions. This is explained by the possibility that tutors who were creating PBL situations faced challenges participating in the PBL scenarios preparation( 44 ). Moreover, academicians who had good knowledge about PBL were 3.15 times more likely to have a favorable attitude towards PBL when compared with those with poor knowledge about PBL. This finding is in line with the study conducted at Gondar University( 29 ). This could be justified by the fact that although it is not the only predictor the level of knowledge directly influences the degree of attitudes towards something( 49 ). Strengths and Limitations of the Study As strength, this study tried to assess the less addressed issue of medical and health science education in Ethiopia. On the other hand, the cross-sectional nature of the study design makes it difficult to establish a causality relationship between the dependent variables and independent variables. CONCLUSION From the findings of the study, it could be concluded that more than half of respondents had good knowledge and a favorable attitude to problem-based learning. Years of experience in teaching, academic rank of academicians, training on PBL, and participation in the PBL course delivery were statistically associated with the knowledge of respondents towards PBL. Moreover, the favorable attitude was statistically associated with the age of academicians, school, training of PBL, participation in the construction of PBL case, and having good knowledge about PBL. This implies that, to improve knowledge of PBL among academicians arranging PBL training is important. Abbreviations AOR CI COR FMOE FMOH H-PBL IH JU PBL SDG UHC WHO Adjusted Odds Ratio Confidence Interval Crude Odds Ratio Federal Ministry of Education Federal Ministry of Health Hybrid Problem-Based Learning Institute of Health Jimma University Problem-Based Learning Sustainable Developmental Goals Universal Health Coverage World Health Organization Declarations Consent for publication: Not Applicable Availability of data and materials The data can be obtained from the principal investigator at any time with justification. Ethics approval and consent An ethical clearance letter was obtained from the Jimma University Institutional Research Review Board with reference number JUIH/IRB/451/2023. All the methods were performed following the principles of the Helsinki Declaration. Voluntary written informed consent and signatures were obtained before starting the interview from the study participants. Competing interests: All the authors have confirmed that there is no conflict of interest among the authors regarding the authorship or publication of this paper. In addition, there is no financial competing interest among the authors. Funding: The investigators were not funded by any organization, and the cost of data collection and stationary materials were covered by the Jimma University, the Institute of Health, Research, and the post-graduate office. Authors’ contributions All the authors have contributed equally to the proposal development, development of the tool, data collection process, and analysis. All the authors have revised the final version of the manuscript and given their approval for publication. Conceptualization: Mulugeta Lemma Data Curation: Mulugeta Lemma, Fekadu Yadessa, Kebenesa Angasu, Nuritu Bacha, Yonas Abebe, Lema Fikadu Wedajo, Lammi Atomsa Formal analysis: Mulugeta Lemma, Fekadu Yadessa, Kebenesa Angasu Funding acquisition: No funding Investigation: Mulugeta Lemma, Fekadu Yadessa, Kebenesa Angasu, Nuritu Bacha, Yonas Abebe, Lammi Atomsa, Lema Fikadu Wedajo Methodology: Mulugeta Lemma, Fekadu Yadessa, Kebenesa Angasu Project administration: Mulugeta Lemma Resources: Mulugeta Lemma Software: Mulugeta Lemma, Fekadu Yadessa, Kebenesa Angasu, Nuritu Bacha, Yonas Abebe, Lammi Atomsa, Lema Fikadu Wedajo Validation: Mulugeta Lemma, Fekadu Yadessa, Kebenesa Angasu Visualization: Mulugeta Lemma, Fekadu Yadessa, Kebenesa Angasu Writing: original draft: Mulugeta Lemma Writing: review and editing: Mulugeta Lemma, Fekadu Yadessa, Kebenesa Angasu, Nuritu Bacha, Yonas Abebe, Lammi Atomsa, Lema Fikadu Wedajo Acknowledgments We thank Jimma University, the Institute of Health, the School of Midwifery, data collectors, supervisors, and respondents. 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Factors affecting knowledge and attitude towards hybrid problem-based learning curriculum among academicians of the university of Gondar, Northwest Ethiopia. Advances in Medical Education and Practice. 2022:685 – 95. Katwa JK, Obwoge RO, Baliddawa J, Ayiri L, Kei R. Knowledge and perception of lecturers regarding problem-based learning as an educational approach in College of Health Sciences. Moi University; 2018. Rahman M, Rahman S, Musa K, Shuvra M. Knowledge and attitude of faculty members on problem based learning. Mymensingh Med Journal: MMJ. 2004;13(1):20–4. Singh A, Saxena A, Bhambani P, Nema S, Gaur R, Ambey R. Faculty perception and attitude on Problem Based Learning (PBL) in medical college from central India. Br J Med Med Res. 2014;4(9):1836. Sarwar S, Saeed I, Ali S. Problem based learning (PBL): facilitators perceptions. J Rawalpindi Med Coll. 2014;18(2). Ibrahim ME, Al-Shahrani AM. Implementing of a problem-based learning strategy in a Saudi medical school: requisites and challenges. Int J Med Educ. 2018;9:83. Moallem M, Hung W, Dabbagh N. The Wiley handbook of problem-based learning. Wiley; 2019. Netere AK, Ashete E, Gebreyohannes EA, Belachew SA. Evaluations of knowledge, skills and practices of insulin storage and injection handling techniques of diabetic patients in Ethiopian primary hospitals. BMC Public Health. 2020;20:1–10. Kebede D, Hibstu D, Birhanu B, Bekele F. Knowledge, attitude and practice towards malaria and associated factors in Areka Town, Southern Ethiopia: Community-based cross sectional study. J Trop Dis. 2017;5(3):1–11. Medicine NLo. Of academics and academicians 2020 Nov-Dec;24(6) [cited May 18, 2025]. Available from: https://pmc.ncbi.nlm.nih.gov/articles/PMC7781255/#:~:text=The%20answer%20is%20while%20an,body%20focused%20on%20the%20study Tadesse SG, Tadesse DG, Dagnaw EH. 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14:54:06","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8367559/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8367559/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":101398202,"identity":"75ce9243-4acc-47c8-8942-a74f8d3421b1","added_by":"auto","created_at":"2026-01-29 09:40:10","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1416289,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8367559/v1/96e54b31-0c78-4ad2-a15b-a07189b12e65.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Knowledge and Attitudes towards Problem-Based Learning and Associated Factors Among Academicians at the Institute of Health, Jimma University, Ethiopia","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eProblem-based learning is an instructional approach that presents pertinent challenges at the outset to stimulate learning, facilitating student interaction in small groups.(\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e).PBL starts with the assumption that learning is an active, integrated, and constructive process(\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e).PBL approaches seem promising in addressing real-world challenges, raising knowledge retention, higher-order thinking, communication, problem-solving, and independent learning skills, and better integrating basic science and clinical skills (\u003cspan additionalcitationids=\"CR5\" citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eProblem-Based Learning (PBL) was initially implemented in the late 1960s at McMaster University's medical school in Canada(\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e). Currently, it is a prevalent component of curricula in medical and health science institutions globally(\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e). Many educational institutions, including those in resource-limited regions, have embraced the PBL curriculum owing to its distinct benefits(\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e). For instance in Uganda, the faculty of Medicine, at Makerere University Kampala, Kwame Nkrumah University of Science and Technology (KNUST, Ghana),University of Cape Town (South Africa) and University of Nairobi (Kenya), were among early adopters, adapting PBL to local contexts since the academic year 2003/2004(\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAs the world is currently facing health workforce shortages as a result of challenges in health professional education, the WHO recommended countries rapidly scale up and restructure health professional education to address the shortage of health professionals(\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e). The WHO recommended countries to rapidly scale up and restructure health professional education to address the shortage of health professionals(\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e). As a result, Ethiopia increased pre-service education, which increased the number of graduates(\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e). However, the quality of higher education in the nation was not much affected by those efforts(\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e). One of the ongoing issues facing the majority of Ethiopian higher education institutions is the shortage of experienced academicians(\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e).\u003c/p\u003e \u003cp\u003ePedagogical knowledge is one indicator of quality educators and refers to the specialized knowledge of educators for creating effective teaching and learning environments for all students(\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e). The main concepts of assessment apply to PBL courses, and a variety of evaluation methods must be used, even though specific assessment processes have been designed to evaluate students' learning through PBL(\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e). Additionally, attitude towards PBL plays a major role in its implementation as a teaching method(\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eOne of the most important elements for effectively executing the PBL program is the learning assistance provided by tutors(\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e). Importantly, the problem-based learning model shows that tutoring characteristics have an impact on learning outcomes (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e). In a problem-based learning paradigm, the tutor's function shifts from subject-matter expert to group learning facilitator, assisting students in identifying critical learning objectives(\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eUnless tutors are adequately introduced to PBL and have a favorable attitude toward PBL they revert to ineffective instructing strategies that contribute to the generation of incompetent graduates who confront challenges, especially in light of the complexity of illness patterns, the globalization of healthcare services, and contribute to low client satisfaction on health care service (\u003cspan additionalcitationids=\"CR22\" citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAlthough studies implied that components of a hybrid curriculum, mainly PBL, could encourage students to self-directed learning, the method of health professional education in Ethiopia is still mostly the teacher-centered approach(\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e). As a result, students rely on teachers to provide the knowledge and skills they need to succeed in school and beyond(\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e). However, not all teachers are created equal and have a significant impact on students' academic performance and their future careers (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eJimma University is one of the higher education institutions in Ethiopia, that embraced problem-based learning as a fundamental instructional technique for the training of health professionals(\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). However, there are limited study conducted regarding the knowledge and attitude of academicians towards PBL specifically as one teaching method in Ethiopia. Thus, this study aims to assess the knowledge and attitude of academicians towards problem-based learning and associated factors.\u003c/p\u003e"},{"header":"MATERIALS AND METHODS","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eStudy setting and Period\u003c/h2\u003e \u003cp\u003e Jimma University (JU) is a public research university located in Jimma, Oromia Regional state in southwestern Ethiopia. Jimma University is one of the leading Ethiopian universities located 352 km southwest of Addis Ababa the capital city of Ethiopia. Jimma University Institute of Health is one of the institutes among the three (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e) institutes and colleges of Jimma University. The institute was founded in 1983 and has three faculties; namely, the faculty of health sciences, the faculty of medical sciences, and the faculty of public health. The study was conducted at the faculty of medical sciences and faculty of health sciences. The faculty of medical sciences performs both clinical services and academic services under 15 departments. The faculty of health sciences has four schools namely the School of Pharmacy, the School of Medical Laboratory, the School of Midwifery, and the School of Nursing. Jimma University has been implementing problem based learning as a teaching method in all departments under Faculty of Medical Sciences and Faculty of Health Sciences since 2011. By the year 2023, those faculties have 602 academic staff (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e). The study was carried out from May 20 to June 18, 2023.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eStudy Design\u003c/h3\u003e\n\u003cp\u003eAn institutional-based cross-sectional study was conducted.\u003c/p\u003e\n\u003ch3\u003ePopulation\u003c/h3\u003e\n\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eSource Population\u003c/h2\u003e \u003cp\u003eAll academic staff in the faculty of the Institute of Health, Jimma University\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eStudy Population\u003c/h3\u003e\n\u003cp\u003eAll randomly selected academicians of the Institute of Health at Jimma University\u003c/p\u003e \u003cp\u003eInclusion Criteria\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe study included all academicians in the faculties\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eExclusion Criteria\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe study excluded advisors of the study and PBL experts\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eAcademicians who were not available at the study area during the data collection period\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eSample Size Determination\u003c/h2\u003e \u003cp\u003eThe single population proportion formula was used to calculate the sample size for the study by considering the following assumptions: the proportion of favorable attitude of academicians towards the PBL hybrid curriculum conducted in Gondar University(\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e) \u0026ndash; 51%, level of confidence \u0026ndash; 95%, and margin of error \u0026ndash; 5%. The proportion of favorable attitudes of academicians towards PBL was selected from the study objectives as it yields a larger sample size for the study.\u003c/p\u003e \u003cp\u003eTherefore, the sample size was determine by formula\u003c/p\u003e \u003cp\u003en = \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003e(Zap/z)\u003c/span\u003e \u003csup\u003e\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003e2\u003c/span\u003e\u003c/sup\u003e \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eP (1-p\u003c/span\u003e)\u003c/p\u003e \u003cp\u003ed\u003csup\u003e2\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eWhere,\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003en\u0026thinsp;=\u0026thinsp;is the maximum sample size,\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eP\u0026thinsp;=\u0026thinsp;population proportion (51%)\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eZ α/2\u0026thinsp;=\u0026thinsp;is standard score value for 95% confidence level,\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eP\u0026thinsp;=\u0026thinsp;is proportion of success in a sample and\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003ed\u0026thinsp;=\u0026thinsp;is margin of error 0.05 (5%).\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003en= \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003e(1.96)\u003c/span\u003e\u003csup\u003e\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003e2\u003c/span\u003e\u003c/sup\u003e\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003e(0.5) (1-0.5)\u0026thinsp;=\u0026thinsp;3.84x0.5x0.5\u003c/span\u003e\u0026thinsp;=\u0026thinsp;\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003e384\u003c/span\u003e\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003e(0.05) 0.0025\u003c/h3\u003e\n\u003cp\u003eBy adding a non-response rate of 10%, the final sample size was 422.\u003c/p\u003e\n\u003ch3\u003eSampling Method\u003c/h3\u003e\n\u003cp\u003eSimple random sampling was employed after obtaining the list of academicians from the Institute of Health Human Resource Director, Jimma University. The study participants were selected by computer-generated simple random sampling by using their serial numbers as code.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eVariables of the Study\u003c/h2\u003e \u003cp\u003e \u003cstrong\u003eDependent Variables\u003c/strong\u003e \u003cp\u003eAcademicians\u0026rsquo; knowledge and attitude toward the PBL\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eIndependent Variables\u003c/strong\u003e \u003cp\u003eAge, sex, academic rank, teaching experience, training on PBL, availability of rooms set aside for PBL sessions, Prepared PBL case, PBL Coordinating committee, Department type, ever delivering course with PBL, ever constructing PBL case\u003c/p\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eData Collection Tool and Procedure\u003c/h2\u003e \u003cp\u003eAfter a review of different literature, the data collection tool was developed (\u003cspan additionalcitationids=\"CR30 CR31 CR32 CR33 CR34\" citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e). A pre-tested semi-structured self-administered questionnaire was used to collect the data. The questionnaire comprised socio-demographic characteristics, academician characteristics, knowledge assessment, and attitude assessment questions.\u003c/p\u003e \u003cp\u003eKnowledge about the concept of PBL was assessed by asking about its definition, technique, role of tutors, group development, size of students per group, case development, and assessment system. The response for each item was then entered as follows: \u0026ldquo;Incorrect response or I don\u0026rsquo;t know\u0026rdquo; = 1 and \u0026ldquo;Correct response\u0026rdquo; = 2(\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e). Attitude was measured using 13 items on a 5-point Likert scale were used to measure attitude, with strongly disagree\u0026thinsp;=\u0026thinsp;1, Disagree\u0026thinsp;=\u0026thinsp;2, Neutral\u0026thinsp;=\u0026thinsp;3, Agree\u0026thinsp;=\u0026thinsp;4, and strongly agree\u0026thinsp;=\u0026thinsp;5(\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e). The responses to three negative attitude assessment questions were reverted during data entry.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eOperational Definitions\u003c/h2\u003e \u003cdiv id=\"Sec14\" class=\"Section3\"\u003e \u003ch2\u003eKnowledge Measurements\u003c/h2\u003e \u003cp\u003eThe overall knowledge score was computed from the summation of respondents\u0026rsquo; responses for each item regarding knowledge. Then composite variable \u0026ldquo;knowledge\u0026rdquo; was dichotomized as \u0026ldquo;poor knowledge\u0026rdquo; and \u0026ldquo;good knowledge\u0026rdquo; based on the median score. The minimum score of knowledge-related questions was eleven (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e) and the maximum score was twenty-two (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e). The median score of score of knowledge-related questions was twenty (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eGood Knowledge\u003c/strong\u003e \u003cp\u003eRespondents who scored equal to or higher than the median score (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e) for knowledge related questions(\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e).\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003ePoor Knowledge\u003c/strong\u003e \u003cp\u003ethe respondents who scored below the median score (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e) for knowledge related questions\u003c/p\u003e \u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eAttitude Measurements\u003c/h2\u003e \u003cp\u003eThe overall attitude score was computed from the summation of respondents\u0026rsquo; responses for each item regarding attitude. Then composite variable attitude was dichotomized as either \u0026ldquo;favorable\u0026rdquo; or \u0026ldquo;unfavorable\u0026rdquo; based on the median score. The minimum score of attitude-related questions was 23 and the maximum score was 59. The median score of attitude-related questions was 51.\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eFavorable Attitude\u003c/strong\u003e \u003cp\u003eParticipants were regarded to have a favorable attitude toward the PBL if they scored equal to or higher than the median score (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e).\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eUnfavorable Attitude\u003c/strong\u003e \u003cp\u003eParticipants were regarded to have an unfavorable attitude toward PBL if they scored below the median score.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eAcademicians\u003c/strong\u003e \u003cp\u003eare a person who teaches or indulges in research in institutions of higher learning such as a college or university and who is honored with full membership into an academy that is a body focused on the study and advancement of a specific field of learning such as the arts, sciences, medicine etc., having a strong national influence(\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e)\u003c/p\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis Procedure\u003c/h2\u003e \u003cp\u003eBefore being exported to SPSS version 26 for cleaning and analysis, the data was entered into Epi-Data version 4.6. Analysis of the data was conducted using descriptive and inferential statistics. Frequencies and percentages were used to summarize categorical variables, providing an overview of the distribution of key characteristics among the study participants. In the multivariate logistic regression analysis, variables with a p-value of less than 0.25 in the bivariate logistic regression analysis were included, and the AOR (adjusted odds ratio) at a p-value of \u0026le;\u0026thinsp;0.05 with 95% CI (Confidence Interval) was used to declare a significant association. With a variance inflation factor of \u0026lt;\u0026thinsp;10, the multi-collinearity assumptions were checked, and the Hosmer\u0026ndash;Lemeshow goodness-of-fit test was used to check the model fitness during multivariate analysis, at p\u0026thinsp;\u0026gt;\u0026thinsp;0.05.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eData Quality Management\u003c/h2\u003e \u003cp\u003eThe data were collected and supervised by three BSc midwives and two MSc midwives respectively. The questionnaire was reviewed by one PBL expert (PBL coordinator and PBL trainer), and one expert in midwifery education to ensure face validity. The questionnaire was prepared in English and was administered to 20(5%) participants at Wallaga University. After the pretest, the tool\u0026rsquo;s language clarity was checked, and any necessary changes were made which included writing clearer instructions and editing some items. The inter-item consistency of the tool was estimated with a Cronbach\u0026rsquo;s coefficient alpha test, which yielded 0.88 and 0.93 for knowledge and attitude, respectively. Two-day training on the overall data collection procedure was given for data collectors on data collection tools to be familiar with it. The principal investigator and supervisors trained data collectors monitored data collection,reviewed questionnaires for completeness daily.\u003c/p\u003e \u003c/div\u003e "},{"header":"RESULTS","content":"\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003cdiv id=\"Sec19\" class=\"Section3\"\u003e \u003ch2\u003eSocio-Demographic and Academician-Related Characteristics of the Study Respondents\u003c/h2\u003e \u003cp\u003eIn this study, 394 academicians participated with a response rate of 93.4%. The median age of the participants was 38 years with an interquanrtile range of 41\u0026thinsp;\u0026minus;\u0026thinsp;34 and the majority of respondents were between the ages of 36\u0026ndash;40 years. The majority of participants 286(72.6%) were males. In terms of academic rank, more than half (66.8%) were lecturers continued by assistant professors 98(24.9). Among the total respondents, 132(33.53%) have at most five years of work experience in teaching, and about 152(38.6%) respondents have ten or greater years of work experience in teaching. Concerning training on PBL 114(29%) of the respondents did not take the training about problem-based learning (Table-1).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSocio-demographic and academician characteristics of study participants in Knowledge and attitude towards Problem-based learning and associated factors among academicians in Institute of Health, Jimma University, Jimma, southwest Ethiopia, 2023\u003cem\u003e(n\u0026thinsp;=\u0026thinsp;394).\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003cem\u003es\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePercentage (100%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cb\u003eSex\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e286\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e72.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e108\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e27.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e\u003cb\u003eAge\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e26\u0026ndash;30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e13.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e31\u0026ndash;35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e17.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e36\u0026ndash;40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e161\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e40.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003e\u0026ge;\u003c/span\u003e\u0026thinsp;41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e109\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e27.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e\u003cb\u003eSchool\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e261\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e66.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePharmacy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e10.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMedical laboratory\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMidwifery\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNursing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e\u003cb\u003eAcademic rank\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGraduate Assistant and Assistant Lecturer\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLecturer\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e263\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e66.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAssistant Professor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e98\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e24.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAssociate Professor and Professor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003eKnowledge of Participants towards Problem-Based Learning\u003c/h2\u003e \u003cp\u003eThe proportion of the respondents who had good knowledge of problem-based learning was found to be 57.1%, [95% CI\u0026thinsp;=\u0026thinsp;52.1\u0026ndash;62.1%].Regarding the knowledge of participants towards individual items on knowledge assessment, the majority 283 (71.8%) of the participants correctly defined problem-based learning. In other way, more than two-thirds 263(66.8%) correctly identified the roles of tutors in problem-based learning\u003c/p\u003e \u003cp\u003eAdditionally, more than half 233(59.1%) of respondents responded correctly about the size of groups (6\u0026ndash;8 students in a group) in problem-based learning. Moreover, about 257(65.2%) of participants responded correctly about the evaluation method applicable to problem-based learning as both formative and summative evaluation methods. Regarding the teaching approach in PBL, less than a quarter (23.6%) of respondents selected lecturing as a teaching approach incorrectly, and about 22.3% characterized the PBL scenario as open-ended questions incorrectly. Regarding stages of PBL case development about 244(61.9%) selected forming as the first stage correctly. \u003cb\u003e(\u003c/b\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e\u003cb\u003e)\u003c/b\u003e\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eKnowledge of respondents towards problem-based learning in Jimma University, Institute of health, southwest Ethiopia, 2023 \u003cem\u003e(n\u0026thinsp;=\u0026thinsp;394)\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eResponse\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCorrect\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIncorrect\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDefinition of problem-based learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e283(71.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e111(28.2%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeaching technique\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e288(73.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e106(26.9%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSteps of PBL development\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e286(72.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e108(27.4%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRole of tutors\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e263(66.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e131(33.2%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCharacteristics of the scenario used\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e250(63.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e144(36.5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTutors expertise needed\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e265(67.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e129(32.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGroup size\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e233(59.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e161(40.9%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeacher versus student\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e250(63.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e144(36.5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeaching approach in PBL\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e259(65.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e135(34.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStage of group development\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e246(62.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e148(37.6%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEvaluation method in PBL\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e257(65.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e137(34.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003eFactors Associated with Knowledge of the Academicians towards PBL\u003c/h2\u003e \u003cp\u003eBivariate analysis at a P-value of 0.25 significance level was done to select variables to be fit into multivariable binary logistic regression from which: academicians age, year of experience in teaching, school of academicians, academic rank, availability of PBL coordinating committee, pre-prepared case, separate room for PBL, training on PBL, experience of delivering course with PBL and experience of constructing PBL case variables were found to be significantly associated with knowledge of academicians towards PBL. However, in a multivariate logistic regression after adjusting for other covariates, years of experience in teaching, training on PBL, academic rank, and experience delivering courses with PBL were found to be significantly associated with knowledge of academicians towards PBL at a 5% level of significance.\u003c/p\u003e \u003cp\u003eAccordingly, the odd of having good knowledge of PBL was 2. 66 times higher among academicians with 6\u0026ndash;9 years of experience [AOR\u0026thinsp;=\u0026thinsp;2.66, 95% CI\u0026thinsp;=\u0026thinsp;1.11\u0026ndash;6.37) and 4.99 times higher among academicians with 10 or more years of experience [AOR\u0026thinsp;=\u0026thinsp;4.99, 95% CI\u0026thinsp;=\u0026thinsp;1.75\u0026ndash;14.23] when compared to those who had 5 or less years of work experience respectively. Additionally, respondents who were trained on PBL had odds of having good knowledge of PBL were 2.92 times higher among the respondents who were not trained [AOR\u0026thinsp;=\u0026thinsp;2.92, 95% CI\u0026thinsp;=\u0026thinsp;1.22-7].\u003c/p\u003e \u003cp\u003eMoreover, assistant professors and professors had odds of having good knowledge about PBL 2.12 times higher than those with the academic rank of graduate assistant to lectures with PBL [AOR\u0026thinsp;=\u0026thinsp;2.12, 95% CI\u0026thinsp;=\u0026thinsp;1.09\u0026ndash;4.1]. Similarly, respondents who have experience in delivering courses with PBL had odds of having good knowledge 2.12 times higher than their counterparts [AOR\u0026thinsp;=\u0026thinsp;2.12, 95% CI\u0026thinsp;=\u0026thinsp;1.09\u0026ndash;4.12) \u003cb\u003e(\u003c/b\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e\u003cb\u003e).\u003c/b\u003e\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFactors associated with knowledge of respondents toward problem-based learning in Jimma University, Institute of Health, southwest Ethiopia, 2023. \u003cem\u003e(n\u0026thinsp;=\u0026thinsp;394)\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"15\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c13\" colnum=\"13\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c14\" colnum=\"14\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c15\" colnum=\"15\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" morerows=\"2\" nameend=\"c2\" namest=\"c1\" rowspan=\"3\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"5\" nameend=\"c7\" namest=\"c3\"\u003e \u003cp\u003eKnowledge of PBL\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"3\" morerows=\"2\" nameend=\"c10\" namest=\"c8\" rowspan=\"3\"\u003e \u003cp\u003eCOR (95% CI)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003eAOR (95% CI)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003eP-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003eGood\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003ePoor\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c12\" namest=\"c11\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c14\" namest=\"c13\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003eN\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eo\u003c/span\u003e (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003eN\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eo\u003c/span\u003e (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAge\u003c/b\u003e\u003c/p\u003e \u003cp\u003e26\u0026ndash;30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e13(3.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e41(10.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e31\u0026ndash;35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e14(3.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e56(14.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e0.79(0.34\u0026ndash;1.86)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e0.69(0.26\u0026ndash;1.84)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e0.457\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e36\u0026ndash;40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e111(28.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e50(12.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e7(3.45\u0026ndash;14.21)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e0.74(0.24\u0026ndash;2.29)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e0.604\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e87(22%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e22(5.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e12.47(5.72\u0026ndash;27.2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e0.72(0.19\u0026ndash;2.69)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e0.626\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSchool\u003c/b\u003e\u003c/p\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e170(43.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c8\" namest=\"c6\"\u003e \u003cp\u003e91(23%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e4.86(2.24\u0026ndash;10.52)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1.75(0.6\u0026ndash;5.17)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e0.309\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePharmacy\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e16(4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c8\" namest=\"c6\"\u003e \u003cp\u003e25(6.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e1.664(.636-4.355)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e0.69(0.19\u0026ndash;2.43)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e0.559\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eMedical laboratory\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e21(5.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c8\" namest=\"c6\"\u003e \u003cp\u003e18(4.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e3.033(1.157\u0026ndash;7.95)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e3.07(0.86\u0026ndash;8.10.98)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e0.084\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eMidwifery\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e8(2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c8\" namest=\"c6\"\u003e \u003cp\u003e9(2.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e2.3111(0.696\u0026ndash;7.67)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e0.95(0.19\u0026ndash;4.76)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e0.947\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eNursing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e10(2.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c8\" namest=\"c6\"\u003e \u003cp\u003e26(6.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eYear of experience\u003c/b\u003e\u003c/p\u003e \u003cp\u003e\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003e\u0026le;\u003c/span\u003e\u0026thinsp;5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e28(7.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c8\" namest=\"c5\"\u003e \u003cp\u003e104(26.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e6\u0026ndash;9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e72(18.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c8\" namest=\"c5\"\u003e \u003cp\u003e38(9.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e7.04 (3.97\u0026ndash;12.48)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e2.66(1.11\u0026ndash;6.37)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e(0.028) *\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003e\u0026ge;\u003c/span\u003e\u0026thinsp;10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e125(31.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c8\" namest=\"c5\"\u003e \u003cp\u003e27(6.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e17.2(9.54-31.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e4.99(1.75\u0026ndash;14.23)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e(0.003) *\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAcademic rank\u003c/b\u003e\u003c/p\u003e \u003cp\u003eGA-II to Lecturer\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e126(34%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c8\" namest=\"c5\"\u003e \u003cp\u003e148(37.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eAss\u0026rsquo;t Prof.- Professor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e99(25.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c8\" namest=\"c5\"\u003e \u003cp\u003e21(5.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e5.54(3.27\u0026ndash;9.38)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e2.12(1.09\u0026ndash;4.1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e(0.026) *\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTraining of PBL\u003c/b\u003e\u003c/p\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e205(52%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c8\" namest=\"c5\"\u003e \u003cp\u003e75(19%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e12.85(7.41\u0026ndash;22.28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e2.92(1.22-7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e(0.016) *\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e20(5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c8\" namest=\"c5\"\u003e \u003cp\u003e94(23.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eConstructing PBL case\u003c/b\u003e\u003c/p\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e175(44.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c8\" namest=\"c6\"\u003e \u003cp\u003e78(19.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e4.08(2.64\u0026ndash;6.32)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1.38(0.77\u0026ndash;2.46)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e0.282\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e50(12.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c8\" namest=\"c6\"\u003e \u003cp\u003e91(23%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eEver delivered PBL\u003c/b\u003e\u003c/p\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e193(49%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e76(19.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e7.38(4.56\u0026ndash;11.95)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e2.12(1.09\u0026ndash;4.12)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e(0.027) *\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e32(8.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e93(23.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c15\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"15\"\u003e\u003cb\u003e*\u003c/b\u003eStatistically significant at p-value\u0026thinsp;\u0026lt;\u0026thinsp;0.05; 1 is odds ratio for reference category\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003eAttitude of Participants toward Problem-Based Learning\u003c/h2\u003e \u003cp\u003eAmong the total participants, about 215(54.6%) [95% CI\u0026thinsp;=\u0026thinsp;49.5\u0026ndash;59.6] had a favorable attitude toward problem-based learning. Regarding the attitude of participants towards individual items on attitude assessment about 301(76.4%) of faculty members had a favorable attitude that PBL is better than traditional teaching in resulting better exam results. About 120(30.5%) of faculty members stated that practicing PBL is time-consuming therefore educators cannot implement it. About 121(30.7%) had unfavorable attitudes toward the application of PBL as a teaching method in our setup due to resource constraints.\u003c/p\u003e \u003cp\u003eAdditionally, the majority of respondents, 295(74.9%) of respondents believed that PBL is important to develop the communication skills of students. Moreover, about 306(77.4%) of respondents agreed and strongly agreed that PBL helps to develop students' critical thinking abilities (Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAttitude of respondents toward problem-based learning in Institute of Health, Jimma University, southwest Ethiopia, 2023\u003cem\u003e(n\u0026thinsp;=\u0026thinsp;394)\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"5\" nameend=\"c6\" namest=\"c2\"\u003e \u003cp\u003eResponses\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStrongly\u003c/p\u003e \u003cp\u003eDisagree\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDisagree\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNeutral\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAgree\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eStrongly agree\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePBL is better than a traditional teaching method\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e11(2.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e19(4.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e63(16.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e236(59.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e65(16.5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePBL facilitates self-learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e9(2.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14(3.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e61(15.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e207(52.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e103(26.1%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePBL is time-consuming\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e20(5.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e163(41.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e91(23.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e69(17.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e51(12.9%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePBL puts too much academic load on educators\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e13(3.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e153(38.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e102(25.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e86(21.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e40(10.2%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHelps to share knowledge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e16(4.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e33(8.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e64(16.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e225(57.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e56(14.2%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDevelops critical thinking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e8(2.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e28(7.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e52(13.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e239(60.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e67(17.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMotivate students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e17(4.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e31(7.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e57(14.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e219(55.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e70(17.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProduce competent healthcare providers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e19(4.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e23(5.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e26(6.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e228(57.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e98(24.9%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePBL is not an applicable teaching method in our setup\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e19(4.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e166(42.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e88(22.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e86(21.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e35(8.9%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePBL helps students to perform writing up medical notes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e15(3.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e29(7.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e46(11.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e230(58.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e74(18.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDevelops communication skill\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e20(5.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e27(6.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e52(13.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e209(53.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e86(21.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEstablish better patient-healthcare provider relationship\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e21(5.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e28(7.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e37(9.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e221(56.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e87(22.1%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePBL establishes interaction with peers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e13(3.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e29(7.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e46(11.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e245(62.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e61(15.5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cdiv id=\"Sec23\" class=\"Section3\"\u003e \u003ch2\u003eFactors Associated with the Attitude of Academicians\u003c/h2\u003e \u003cp\u003eBivariate analysis at a 25% significance level was run to select variables to be fit into multivariate binary logistic regression from which: Academicians' age, year of experience in teaching, school of academicians, pre-prepared case, separate room for PBL academic rank, training on PBL, Knowledge of PBL, experience of delivering course with PBL and experience of constructing PBL case variables were found to be significantly associated with attitude of academicians towards PBL. However, in a multivariate logistic regression after adjusting for other covariates, age, school, training on PBL, the experience of constructing PBL case, and knowledge about PB were variables found to be statistically associated with the attitude of academicians towards PBL at a 5% level of significance.\u003c/p\u003e \u003cp\u003eAccordingly, the odds of having a favorable attitude towards PBL were 3.459 times higher among the respondents aged 36\u0026ndash;40 years when compared to those aged 26\u0026ndash;30 years [AOR\u0026thinsp;=\u0026thinsp;3.46, 95% CI\u0026thinsp;=\u0026thinsp;1.08\u0026ndash;11.05]. Additionally, respondents who were trained on PBL had odds of having a favorable attitude towards PBL were 3.43 times higher among the respondents who were not trained [AOR\u0026thinsp;=\u0026thinsp;3.43, 95% CI\u0026thinsp;=\u0026thinsp;1.41\u0026ndash;8.31].\u003c/p\u003e \u003cp\u003eMoreover, academicians who constructed the PBL case had odds of having good knowledge about PBL 0.43 times less likely than those who didn\u0026rsquo;t participate in the preparation of the PBL case [AOR\u0026thinsp;=\u0026thinsp;0.43, 95% CI\u0026thinsp;=\u0026thinsp;0.23\u0026ndash;0.83]. Academicians in a school of medicine and midwifery were 4.8 times, [AOR\u0026thinsp;=\u0026thinsp;4.8, 95% CI\u0026thinsp;=\u0026thinsp;1.27\u0026ndash;13.07] and six times [AOR\u0026thinsp;=\u0026thinsp;6.39(95% CI\u0026thinsp;=\u0026thinsp;1.19\u0026ndash;13.44] more likely when compared with a school of nursing respectively. Moreover, academicians with good knowledge of PBL had odds of having a favorable attitude towards PBL 3.15 times higher when compared with those with poor knowledge of PBL and [AOR\u0026thinsp;=\u0026thinsp;3.15, 95% CI\u0026thinsp;=\u0026thinsp;1.79\u0026ndash;5.53] (Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e\u003cb\u003e).\u003c/b\u003e\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFactors associated with the attitude of respondents toward problem-based learning in Institute of Health, Jimma University, Southwest Ethiopia, 2023(n\u0026thinsp;=\u0026thinsp;394)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"17\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c13\" colnum=\"13\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c14\" colnum=\"14\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c15\" colnum=\"15\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c16\" colnum=\"16\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c17\" colnum=\"17\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" morerows=\"2\" nameend=\"c2\" namest=\"c1\" rowspan=\"3\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"5\" nameend=\"c7\" namest=\"c3\"\u003e \u003cp\u003eAttitude toward PBL\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"3\" morerows=\"2\" nameend=\"c10\" namest=\"c8\" rowspan=\"3\"\u003e \u003cp\u003eCOR (95% CI)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" morerows=\"2\" nameend=\"c12\" namest=\"c11\" rowspan=\"3\"\u003e \u003cp\u003eAOR (95% CI)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"4\" morerows=\"2\" nameend=\"c16\" namest=\"c13\" rowspan=\"3\"\u003e \u003cp\u003eP-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"1\" nameend=\"c17\" namest=\"c17\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003eFavorable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"3\" nameend=\"c7\" namest=\"c5\"\u003e \u003cp\u003eUnfavorable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"1\" nameend=\"c17\" namest=\"c17\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003eN\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eo\u003c/span\u003e (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"3\" nameend=\"c7\" namest=\"c5\"\u003e \u003cp\u003eN\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eo\u003c/span\u003e (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"1\" nameend=\"c17\" namest=\"c17\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAge\u003c/b\u003e\u003c/p\u003e \u003cp\u003e26\u0026ndash;30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e8(2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c7\" namest=\"c5\"\u003e \u003cp\u003e46(11.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c16\" namest=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c17\" namest=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e31\u0026ndash;35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e14(3.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c7\" namest=\"c5\"\u003e \u003cp\u003e56(14.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e1.437(0.56\u0026ndash;3.72)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1.58(0.54\u0026ndash;4.63)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c16\" namest=\"c13\"\u003e \u003cp\u003e0.409\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c17\" namest=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e36\u0026ndash;40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e112(28.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c7\" namest=\"c5\"\u003e \u003cp\u003e49(12.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e13.14(5.77\u0026ndash;29.91)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e3.46(1.08\u0026ndash;11.05)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c16\" namest=\"c13\"\u003e \u003cp\u003e(0.036) *\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c17\" namest=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003e\u0026ge;\u003c/span\u003e\u0026thinsp;41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e81(20.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c7\" namest=\"c5\"\u003e \u003cp\u003e28(7.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e16.63(7- 39.51)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e2.86(0.76\u0026ndash;10.72)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c16\" namest=\"c13\"\u003e \u003cp\u003e0.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c17\" namest=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eYear of experience\u003c/b\u003e\u003c/p\u003e \u003cp\u003e\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003e\u0026le;\u003c/span\u003e\u0026thinsp;5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e28(7.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e104(26.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c16\" namest=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c17\" namest=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e6\u0026ndash;9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e71(18%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e39(9.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e6.762(3.818\u0026ndash;11.976)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1.1662(.471-2.864)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c16\" namest=\"c13\"\u003e \u003cp\u003e0.745\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c17\" namest=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003e\u0026ge;\u003c/span\u003e\u0026thinsp;10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e116(29.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e36(9.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e11.968(6.834\u0026ndash;20.959)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1.621(.561-4.686)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c16\" namest=\"c13\"\u003e \u003cp\u003e0.372\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c17\" namest=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSchool\u003c/b\u003e\u003c/p\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e166(42.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c7\" namest=\"c5\"\u003e \u003cp\u003e95(24.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e8.74(3.51\u0026ndash;21.75)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e4.8(1.27\u0026ndash;13.07)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c15\" namest=\"c13\"\u003e \u003cp\u003e(0.011) *\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c17\" namest=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003ePharmacy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e18(4.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c7\" namest=\"c5\"\u003e \u003cp\u003e23(5.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e3.91(1.34\u0026ndash;11.43)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e3.81(0.95\u0026ndash;15.28)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c15\" namest=\"c13\"\u003e \u003cp\u003e0.059\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c17\" namest=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eMedical laboratory\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e15(3.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c7\" namest=\"c5\"\u003e \u003cp\u003e24(6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e3.125(1.05\u0026ndash;9.28)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e2.56(0.62\u0026ndash;10.59)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c15\" namest=\"c13\"\u003e \u003cp\u003e0.193\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c17\" namest=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eMidwifery\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e10(2.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c7\" namest=\"c5\"\u003e \u003cp\u003e7(1.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e7.14(1.94\u0026ndash;26.32)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e6.39(1.19\u0026ndash;13.44)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c15\" namest=\"c13\"\u003e \u003cp\u003e(0.031) *\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c17\" namest=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eNursing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e6(1.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c7\" namest=\"c5\"\u003e \u003cp\u003e30(7.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c15\" namest=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c17\" namest=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAcademic rank\u003c/b\u003e\u003c/p\u003e \u003cp\u003eGA-II to Lecturer\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e126(31.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e151(38.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c16\" namest=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c17\" namest=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eAss\u0026rsquo;t Prof.- Professor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e89(22.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e28(7.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e3.81(2.34\u0026ndash;6.19)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1.71(0.9\u0026ndash;3.24)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c16\" namest=\"c13\"\u003e \u003cp\u003e0.100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c17\" namest=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTraining\u003c/b\u003e\u003c/p\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e197(50%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c7\" namest=\"c5\"\u003e \u003cp\u003e83(21%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e12.66(7.2-22.27)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c12\" namest=\"c10\"\u003e \u003cp\u003e3.43(1.41\u0026ndash;8.31)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e(0.006) *\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c17\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e18(4.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c7\" namest=\"c5\"\u003e \u003cp\u003e96(24.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c12\" namest=\"c10\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c17\" namest=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eEver delivered PBL\u003c/b\u003e\u003c/p\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e180(45.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e89(22.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e5.2(3.26\u0026ndash;8.29)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1.15(0.57\u0026ndash;2.32)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c16\" namest=\"c13\"\u003e \u003cp\u003e0.693\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c17\" namest=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e35(8.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e90(22.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c16\" namest=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c17\" namest=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eConstructing PBL case\u003c/b\u003e\u003c/p\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e156(39.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e97(24.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e2.24(1.47\u0026ndash;3.4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e0.432(0.23\u0026ndash;0.83)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c15\" namest=\"c13\"\u003e \u003cp\u003e(0.012) *\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c17\" namest=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e59(15%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e82(20.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c15\" namest=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c17\" namest=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eKnowledge\u003c/b\u003e\u003c/p\u003e \u003cp\u003ePoor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e48(12.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e121(30.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c15\" namest=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c17\" namest=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eGood\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003e167(42.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e58(14.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003e7.26(4.64\u0026ndash;11.36)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e3.15(1.79\u0026ndash;5.53)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c15\" namest=\"c13\"\u003e \u003cp\u003e(0.000\u003cb\u003e) *\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c17\" namest=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"17\"\u003e\u003cb\u003e*\u003c/b\u003eStatistically significant at p-value\u0026thinsp;\u0026lt;\u0026thinsp;0.05; 1 is odds ratio for reference category\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eEthiopian higher education institutions have embraced problem-based learning, particularly in the teaching of medicine and health sciences and has a potential to bring new educational opportunities (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e).However, there were multiple challenges to its adoption in Ethiopian medical schools, particularly a lack of faculty education, poor instructional design and governance, a lack of educational resources, and an unprepared classroom setting for PBL(\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAccording to this study, the proportion of academicians having good knowledge about PBL was 57.1%, [95% CI\u0026thinsp;=\u0026thinsp;52.1\u0026ndash;62.1%]. The finding of this study is in line with a study conducted in Sudan that stated half of the faculty members have good knowledge about PBL (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn another way, this finding is higher than the result of a study conducted in Kenya (38%)(\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e). This may be due to the difference in sample size that only 38 participants in the study conducted in Kenya and this study (394) and the time gap.\u003c/p\u003e \u003cp\u003eMoreover the finding of this study is lower than the finding of a study conducted at Gondar University 66.3%(\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e) and study in Saudi Arabia (76.5%)(\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e). The discrepancy may be due to more structured and frequent PBL trainings workshops focused on PBL in response to recommendation of prior study conducted in Gondar University than Jimma University in which no previous study conducted regarding PBL(\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e). Additionally discrepancy may be due to the length period PBL has been applied. In this context, Saudi Arabia has been using PBL for a longer time than it has in Ethiopia (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e). Thus, those academicians in Saudi Arabia may have their educational background through PBL or may have tutored for a longer period than Ethiopian Academicians.\u003c/p\u003e \u003cp\u003eThis study identified that academicians with 6\u0026ndash;9 years and 10 or more years of experience had 2.66 and 4.99 times higher odds of having good knowledge of the PBL when compared with those with less than five years of experience respectively. This may be because long-serving academicians may have previously taken PBL-related training or visited other facilities and exchanged experiences of how PBL has been applied elsewhere(\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e). As facilitators gain experience, they are also more likely to do better develop themselves(\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAcademicians with academic rank from assistant professor to professor were 2.12 times more likely to have good knowledge when compared with those with academic rank of graduate assistant to lecturer. This finding is supported by a study conducted in Sudan(\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e). This may be due to the possibility that they could be more experienced, participate in case preparation and delivering courses with PBL, and get a chance to participate in different workshops and training opportunities than their counterpart.\u003c/p\u003e \u003cp\u003eAccording to this study, academicians who had PBL training had 2.92 times higher odds of having a good knowledge of PBL than their counterparts. This finding is supported by a study at Gondar University in which having training doubled the odds of having good knowledge of the h-PBL curriculum and Saudi Arabia, where academicians showed good PBL knowledge after being trained(\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e).This might be because teachers who participate in training programs have the chance to learn new approaches, techniques, tactics, strategies, abilities, and resources (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThis study revealed that academicians who had experience delivering courses with PBL were 2.12 times more likely to have good knowledge than those with no experience in constructing PBL cases. This can be related to the notion that tutors who were creating PBL situations took on their role when creating or co-creating the instructional challenges(\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e). In turn, previous exposure to problem-based learning equips individuals with essential knowledge, abilities, and character traits through communication, teamwork, and problem-solving abilities.\u003c/p\u003e \u003cp\u003eAccording to this study favorable attitude towards PBL was found to be 54.6% (95% CI\u0026thinsp;=\u0026thinsp;49.5% \u0026minus;\u0026thinsp;59.6%). This finding is in line with the result of the study conducted in Gondar in which, academicians\u0026rsquo; favorable attitude towards the h-PBL curriculum was 51.1%(\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e).Additionally, the finding is higher than the finding of a study conducted in Kenya 48.6%(\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e). The discrepancy may be due to the time, the difference in the study population, and the sample size difference.\u003c/p\u003e \u003cp\u003eFurthermore, the finding of this study is lower than studies conducted in Nigeria at 80% (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e) and Saudi Arabia at 66.7%(\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e). The inconsistency of these results with reports from Nigeria and Saudi Arabia may be explained by delays in the adoption of the PBL program, differences in institutional experience with this program, and socioeconomic differences. The Nigerian study was conducted before the program was introduced(\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e). Therefore, respondents may not be aware of the challenges inherent in implementing an h-PBL program. In contrast, the study in Saudi Arabia was conducted after PBL had been applied in medical education for a much longer period than in Ethiopia(\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e). This can help facilitators get familiar with it and make them accept it favorably.\u003c/p\u003e \u003cp\u003eAcademicians aged 36\u0026ndash;40 years had higher odds of having a favorable attitude towards PBL when compared with those aged 26\u0026ndash;30 years. This finding is supported by the study conducted at Gondar University(\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e). Academicians can become more familiar with and accept PBL by working together to find solutions to a range of issues in their longer academic services. To clarify their misunderstandings, they can also be exposed to the concepts of the PBL through seminars and training.\u003c/p\u003e \u003cp\u003eThis study identified that academicians in a school of medicine and midwifery had higher odds of having a favorable attitude towards PBL when compared with academicians in a school of nursing. The possible explanation could be differences between the schools regarding training arrangements, available resources, pre-prepared PBL cases, and the PBL coordinating committee around the school(\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAccording to this study having training in PBL was 3.43 times more likely to have a favorable attitude towards problem-based learning when compared with those who did not have training on PBL. This finding is in line with studies in Gondar(\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e) and Addis Ababa(\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e).Tutors have the chance for ongoing professional development when they participate in training programs(\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e). This includes learning new approaches, techniques, tactics, skills, and instruments. Teachers who advance in their field experience an inherent sense of self-assurance, joy, and motivation to accomplish more with their students(\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThis study revealed that academicians who participated in PBL case preparation were less likely to have a favorable attitude towards problem-based learning than those who did not participate in PBL case preparation. This finding was contradicted by a study conducted at Gondar University(\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e). The discrepancy might be due to the difference in training arranged for academicians and the resources available between the institutions. This is explained by the possibility that tutors who were creating PBL situations faced challenges participating in the PBL scenarios preparation(\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eMoreover, academicians who had good knowledge about PBL were 3.15 times more likely to have a favorable attitude towards PBL when compared with those with poor knowledge about PBL. This finding is in line with the study conducted at Gondar University(\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e). This could be justified by the fact that although it is not the only predictor the level of knowledge directly influences the degree of attitudes towards something(\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e).\u003c/p\u003e \u003cdiv id=\"Sec25\" class=\"Section2\"\u003e \u003ch2\u003eStrengths and Limitations of the Study\u003c/h2\u003e \u003cp\u003eAs strength, this study tried to assess the less addressed issue of medical and health science education in Ethiopia. On the other hand, the cross-sectional nature of the study design makes it difficult to establish a causality relationship between the dependent variables and independent variables.\u003c/p\u003e \u003c/div\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eFrom the findings of the study, it could be concluded that more than half of respondents had good knowledge and a favorable attitude to problem-based learning. Years of experience in teaching, academic rank of academicians, training on PBL, and participation in the PBL course delivery were statistically associated with the knowledge of respondents towards PBL. Moreover, the favorable attitude was statistically associated with the age of academicians, school, training of PBL, participation in the construction of PBL case, and having good knowledge about PBL. This implies that, to improve knowledge of PBL among academicians arranging PBL training is important.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAOR\u003c/p\u003e\n \u003cp\u003eCI\u003c/p\u003e\n \u003cp\u003eCOR\u003c/p\u003e\n \u003cp\u003eFMOE\u003c/p\u003e\n \u003cp\u003eFMOH\u003c/p\u003e\n \u003cp\u003eH-PBL\u003c/p\u003e\n \u003cp\u003eIH\u003c/p\u003e\n \u003cp\u003eJU\u003c/p\u003e\n \u003cp\u003ePBL\u003c/p\u003e\n \u003cp\u003eSDG\u003c/p\u003e\n \u003cp\u003eUHC\u003c/p\u003e\n \u003cp\u003eWHO\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAdjusted Odds Ratio\u003c/p\u003e\n \u003cp\u003eConfidence Interval\u003c/p\u003e\n \u003cp\u003eCrude Odds Ratio\u003c/p\u003e\n \u003cp\u003eFederal Ministry of Education\u003c/p\u003e\n \u003cp\u003eFederal Ministry of Health\u003c/p\u003e\n \u003cp\u003eHybrid Problem-Based Learning\u003c/p\u003e\n \u003cp\u003eInstitute of Health\u003c/p\u003e\n \u003cp\u003eJimma University\u003c/p\u003e\n \u003cp\u003eProblem-Based Learning\u003c/p\u003e\n \u003cp\u003eSustainable Developmental Goals\u003c/p\u003e\n \u003cp\u003eUniversal Health Coverage\u003c/p\u003e\n \u003cp\u003eWorld Health Organization\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eConsent for publication:\u003c/strong\u003e Not Applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data can be obtained from the principal investigator at any time with justification.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAn ethical clearance letter was obtained from the Jimma University Institutional Research Review Board with reference number JUIH/IRB/451/2023. All the methods were performed following the principles of the Helsinki Declaration. Voluntary written informed consent and signatures were obtained before starting the interview from the study participants.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll the authors have confirmed that there is no conflict of interest among the authors regarding the authorship or publication of this paper. In addition, there is no financial competing interest among the authors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe investigators were not funded by any organization, and the cost of data collection and stationary materials were covered by the Jimma University, the Institute of Health, Research, and the post-graduate office.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors’ contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll the authors have contributed equally to the proposal development, development of the tool, data collection process, and analysis. All the authors have revised the final version of the manuscript and given their approval for publication.\u003c/p\u003e\n\u003cp\u003eConceptualization: Mulugeta Lemma\u003c/p\u003e\n\u003cp\u003eData Curation: Mulugeta Lemma, Fekadu Yadessa, Kebenesa Angasu, Nuritu Bacha, Yonas Abebe, Lema Fikadu Wedajo, Lammi Atomsa\u003c/p\u003e\n\u003cp\u003eFormal analysis: Mulugeta Lemma, Fekadu Yadessa, Kebenesa Angasu\u003c/p\u003e\n\u003cp\u003eFunding acquisition: No funding\u003c/p\u003e\n\u003cp\u003eInvestigation: Mulugeta Lemma, Fekadu Yadessa, Kebenesa Angasu, Nuritu Bacha, Yonas Abebe, \u0026nbsp; Lammi Atomsa, \u0026nbsp;Lema Fikadu Wedajo\u003c/p\u003e\n\u003cp\u003eMethodology: Mulugeta Lemma, Fekadu Yadessa, Kebenesa Angasu\u003c/p\u003e\n\u003cp\u003eProject administration: Mulugeta Lemma\u003c/p\u003e\n\u003cp\u003eResources: Mulugeta Lemma\u003c/p\u003e\n\u003cp\u003eSoftware: Mulugeta Lemma, Fekadu Yadessa, Kebenesa Angasu, Nuritu Bacha, Yonas Abebe, \u0026nbsp; Lammi Atomsa, \u0026nbsp;Lema Fikadu Wedajo\u003c/p\u003e\n\u003cp\u003eValidation: Mulugeta Lemma, Fekadu Yadessa, Kebenesa Angasu\u003c/p\u003e\n\u003cp\u003eVisualization: Mulugeta Lemma, Fekadu Yadessa, Kebenesa Angasu\u003c/p\u003e\n\u003cp\u003eWriting: original draft: Mulugeta Lemma\u003c/p\u003e\n\u003cp\u003eWriting: review and editing: Mulugeta Lemma, Fekadu Yadessa, Kebenesa Angasu, Nuritu Bacha, Yonas Abebe, \u0026nbsp; Lammi Atomsa, \u0026nbsp;Lema Fikadu Wedajo\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe thank Jimma University, the Institute of Health, the School of Midwifery, data collectors, supervisors, and respondents.\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAnsari MT, Rahman SA, Badgujar VB, Sami F, Abdullah MS. 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Perception of the faculty regarding problem-based learning as an educational approach in Northwestern Saudi Arabia. Saudi Med J. 2015;36(11):1329.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSemu A. Challanges in Problem Based Learning Implimentation in Debreberhan University, College of Medicine. Debrebirhan, Ethiopia: Addis Ababa University; 2016.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eVadivel B, Namaziandost E, Saeedian A, editors. Progress in English language teaching through continuous professional development\u0026mdash;teachers\u0026rsquo; self-awareness, perception, and feedback. Frontiers in Education; 2021.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAertsens J, Mondelaers K, Verbeke W, Buysse J, Van Huylenbroeck G. The influence of subjective and objective knowledge on attitude, motivations and consumption of organic food. Br food J. 2011;113(11):1353\u0026ndash;78.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Knowledge, Attitude, Problem-based learning, Jimma University","lastPublishedDoi":"10.21203/rs.3.rs-8367559/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8367559/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eLack of good knowledge and a favorable attitude towards Problem-Based Learning may lead academicians to apply the traditional teaching method which may compromise the quality of health sciences education. Therefore, this study aimed to assess the factors associated with the academicians\u0026rsquo; knowledge and attitude toward problem-based learning.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eAn institutional-based cross-sectional study was conducted from May 20 to June 18, 2023,on 422 academicians selected using a simple random sampling technique. The data were entered into Epi-Data version 4.6 and exported to SPSS-26 for analysis. Bivariate and multivariate logistic regressions were used to test the association between the independent variables and the dependent variables with a 95% confidence interval at and a p-value\u0026thinsp;\u0026lt;\u0026thinsp;0.05.\u003c/p\u003e\u003ch2\u003eRESULT\u003c/h2\u003e \u003cp\u003eThe study included 394 academicians with a response rate of 93.4%. The level of good knowledge and favorable attitude toward PBL was 57.1% and 54.6% respectively. Having problem based learning training [AOR\u0026thinsp;=\u0026thinsp;2.92, 95% CI\u0026thinsp;=\u0026thinsp;1.22\u0026ndash;6.99], academic rank above lecturer [AOR\u0026thinsp;=\u0026thinsp;2.12, 95% CI\u0026thinsp;=\u0026thinsp;1.09\u0026ndash;4.1], teaching experience of 6\u0026ndash;9 years of experience [AOR\u0026thinsp;=\u0026thinsp;2.66, 95% CI\u0026thinsp;=\u0026thinsp;1.11\u0026ndash;6.37]and 10 or more years [AOR\u0026thinsp;=\u0026thinsp;4.98, 95% CI\u0026thinsp;=\u0026thinsp;1.74\u0026ndash;14.22], delivering the course with PBL [AOR\u0026thinsp;=\u0026thinsp;2.11, 95% CI\u0026thinsp;=\u0026thinsp;1.08\u0026ndash;4.12), were statistically significantly associated. On the other hand, age 36\u0026ndash;40 [AOR\u0026thinsp;=\u0026thinsp;3.45, 95% CI\u0026thinsp;=\u0026thinsp;1.08\u0026ndash;11.04], being in a school of medicine [AOR\u0026thinsp;=\u0026thinsp;4.8 95% CI\u0026thinsp;=\u0026thinsp;1.27\u0026ndash;13.07] and being in school of midwifery [AOR\u0026thinsp;=\u0026thinsp;6.39(95% CI\u0026thinsp;=\u0026thinsp;1.19\u0026ndash;13.44), having PBL training [AOR\u0026thinsp;=\u0026thinsp;3.42, 95% CI\u0026thinsp;=\u0026thinsp;1.41\u0026ndash;8.31], participation in the construction of PBL case [AOR\u0026thinsp;=\u0026thinsp;0.43, 95% CI\u0026thinsp;=\u0026thinsp;0.22\u0026ndash;0.83], having good knowledge of PBL [AOR\u0026thinsp;=\u0026thinsp;3.14, 95% CI\u0026thinsp;=\u0026thinsp;1.78\u0026ndash;5.53] were statistically significantly associated with academician\u0026rsquo;s attitude towards problem based learning\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e \u003cp\u003eMore than half of respondents had good knowledge and a favorable attitude toward problem based learning.\u003c/p\u003e","manuscriptTitle":"Knowledge and Attitudes towards Problem-Based Learning and Associated Factors Among Academicians at the Institute of Health, Jimma University, Ethiopia","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-01-28 19:02:35","doi":"10.21203/rs.3.rs-8367559/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-02-27T19:07:58+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-02-25T21:25:37+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-02-23T07:46:56+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"45902520674102364850467957986205311848","date":"2026-02-22T17:29:44+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"319737488903575301727020003193783449436","date":"2026-02-19T18:02:54+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"210966472494153749252408072364578517468","date":"2026-02-17T15:28:15+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-02-06T21:54:03+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"187873785124109450132712573081241742334","date":"2026-02-05T18:53:47+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-31T09:00:20+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"2506209061446124217485710308430070142","date":"2026-01-23T06:34:37+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-01-22T06:16:21+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-01-02T17:33:36+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-12-22T01:46:13+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-12-22T01:44:56+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-12-15T14:35:29+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"e4a34b29-1bac-4117-b017-06986c89216e","owner":[],"postedDate":"January 28th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"in-revision","subjectAreas":[],"tags":[],"updatedAt":"2026-05-15T12:39:51+00:00","versionOfRecord":[],"versionCreatedAt":"2026-01-28 19:02:35","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8367559","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8367559","identity":"rs-8367559","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}