L Garcia-Martin1, E Seres1, RM Torrens2, LA Branda3, F Bosch1,4. 1Esteve Foundation, 08032 Barcelona, Spain, 2Escuela Universitaria de Enfermer í a. Hospital Vall d ’ Hebron, Former professor and director, 08035 Barcelona, Spain, 3Universitat de Girona, Medical Education Unit. School of Medicine, 17071 Girona, Spain, 4Universitat Pompeu Fabra, Department of Experimental and Health Sciences, 08003 Barcelona, Spain

Introduction. The adoption of problem-based learning (PBL) methods in postgraduate training centres is fundamental in the context of European Higher Education. In an attempt to promote PBL, our institution organized several seminars in a number of Spanish cities. This study presents the experience of four years of running these courses (2008-2011), which were offered in collaboration with other institutions.

Subjects and Method. Data were analyzed from 11 PBL courses involving 216 professionals, 46 of them (21%) from Colleges of Pharmacy. Firstly, satisfaction data were taken from a printed survey conducted at the end of each course. Secondly, additional data were obtained from a deferred opinion questionnaire sent by email. Both questionnaires consisted of several open questions and some parameters to be rated on a Likert-type scale from 0 to 5.

Results. Satisfaction data for 194 attendees who completed the first questionnaire (response rate of 89.8%) were very positive (median=4 out of 5). On the other hand, only 54 attendees (response rate of 25.3%) responded to the second questionnaire. Participants improved their knowledge, attitude, and skills (median increase = 3 out of 5) in most of the parameters evaluated. Furthermore, after completion of the course 38.9% of the attendees were capable of implementing PBL in some of their teaching activities. Class sizes, problems arising from an adverse environment to PBL and the resistance of other professors seem to be the main barriers in overcoming the proper implementation of PBL.

Conclusions. The courses were well received and contributed to the overall learning of the attendees. The questionnaire also served to highlight some of the major problems in the implementation of PBL.