feasibility of pbl implementation in clinical courses of nursing and midwifery from the viewpoints of faculty members of tabriz university of medical sciences

Background: pbl, as a teaching method, has a basic role in promoting education level and combining the theoretical and practical knowledge. but there still exist serious obstacles to implementing this educational method purpose: to recognize the impediments an obstacle preventing pbl method implementation. methods: the subjects studied in this research are all the tutors who taught basic and clinical courses in the faculty of nursing and midwifery in the first and second terms of the year 2001-2002. choosing subjects was done by using census method and the number of subjects was 33 basic course teachers and 20 clinical course teachers. a questionnaire developed based on the studies’ goals was the tool used for collecting data. data was analysed by means of spss/win 10 soft ware using descriptive statistics results: the 95% of basic course teachers and 93.9% clinical course teachers think of the conditions and facilities needed for implementing pbl as of medium level. tutors believe that most of the impediments are related to student's lack of group work skills, and the skills needed for making correct communication, and the need for students practical participation in pbl for making them ready and receptive. they also relate most of the strong points to pbl's being efficient in training community – oriented students. the tutors state that performing pbl does not decrease their motivation at all, due to the change in their role from lecturer to facilitator. conclusion: the although findings of this research indicate that the conditions needed for implementing pbl exist at present, still there are many obstacles to its performance such as student's lack of group work skills and their disability in making correct interaction, costliness of beginning and marinating pbl, large number of students and lack of tutors