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Teaching faculty to conduct problem-based learning.

M A Hitchcock1, Z H Mylona

  • 1Division of Medical Education, University of Southern California School of Medicine, 1975 Zonal Avenue, KAM 211-A, Los Angeles, CA 90033, USA. hitch@hsc.usc.edu

Teaching and Learning in Medicine
|March 7, 2001
PubMed
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Faculty training is crucial for successful problem-based learning (PBL) implementation. This review explores essential PBL skills, effective training methods, and available faculty development options for educational programs transitioning to PBL.

Area of Science:

  • Medical Education
  • Curriculum Development
  • Pedagogy

Background:

  • Problem-based learning (PBL) requires faculty adept in specific pedagogical skills.
  • Transitioning to PBL necessitates comprehensive faculty development strategies.

Purpose of the Study:

  • To review existing research on training faculty for problem-based learning (PBL).
  • To identify key PBL skills for faculty and effective teaching methodologies.
  • To outline available training options for faculty development in PBL.

Main Methods:

  • Literature review of research on faculty training for PBL.
  • Analysis of essential skills for PBL facilitators and tutors.
  • Categorization of different faculty development program structures.

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Main Results:

  • Limited studies document the impact of PBL faculty development.
  • Faculty often face challenges during the transition to PBL retraining.
  • PBL faculty training encompasses more than just tutoring skills.

Conclusions:

  • Skilled faculty are essential for successful PBL curriculum initiatives.
  • Ongoing faculty development in PBL is a primary concern for educational programs.
  • There is an implied sequence for effectively training faculty to implement PBL.