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Constraints affecting the implementation of Problem-Based Learning (PBL) strategy in university courses

The aim of this study was to obtain insight into the effect of quality assurance system on the implementation of PBL teaching strategy to courses in three universities of Hong Kong. A total of nine research teams (each consisting of a few PBL-tutors) were involved. Before the implementation of PBL, the tutors attended specific orientation and training sessions on PBL. Twenty-one tutors were randomly selected for interview after the implementation. The results of the study indicate that the quality assurance system within most institutions does affect the implementation of PBL. The reliance of research output and a standardized student feedback questionnaire as indicators of staff performance do have a detrimental effect on the implementation of PBL. On the other hand, resources and class size also have a direct effect on the willingness of academic staff to adopt the PBL approach in teaching. Finally, student factor also plays an important role in the successful implementation of PBL. To implement PBL successfully, PBL tutors need to be supported by a clear message from the university quality assurance system that this is the way to go forward. Without taking this seriously into consideration, one could predict serious difficulties in promoting PBL in the education sector.