Table 3.

Qualitative analysis of clerkship students’ responses on tips to improve problem-based learning (PBL) process and facilitation at the University of Botswana, faculty of medicine, October to November 2015

Suggestions for improvement of the PBL Process	Suggestions for improvement of the PBLfacilitation
First session of PBL to take place	Develop uniform PBL facilitation protocol, train all PBL facilitators to ensure uniformity
Differing opinions on PBL case scenarios: real patients for some students, paper case scenario for others	Encourage collaboration rather than competition among the students, facilitators should encourage the participation of all students
Students to develop their own learning objectives	Facilitators should discourage students reading from notes or books in PBL sessions
	Have a guiding and clarifying style, give the students clear description of your expectations from them right from the first PBL session
	Listen to the students and appreciate that they may have different sources of information, avoid unnecessary intrusions, avoid sensitive remarks
	Develop an objective PBL grading scheme, provide a feedback of grading and PBL session as a formative learning tool, provide effective and constructive feedback after the PBL sessions