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Faculty development for problem-based learning.

Elizabeth A Farmer1

  • 1Flinders University, Adelaide, South Australia. liz.farmer@flinders.edu.au

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe
|April 3, 2004
PubMed
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Implementing problem-based learning (PBL) requires faculty development. This paper outlines a structured approach to faculty development across three key stages of curriculum change to enhance PBL adoption and effectiveness.

Area of Science:

  • Medical Education
  • Curriculum Development
  • Faculty Training

Background:

  • Transitioning to problem-based learning (PBL) curricula presents significant challenges for faculty unfamiliar with the methodology.
  • Effective faculty development is essential for the successful implementation of PBL.

Purpose of the Study:

  • To describe a systematic process for designing and implementing a comprehensive faculty development program for PBL curricula.
  • To outline strategies for faculty development at distinct stages of curriculum change: transition, implementation, and advancement.

Main Methods:

  • Literature review and practical experience to inform the design of faculty development components.
  • Structuring the faculty development program across three phases of curriculum change.

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Main Results:

  • A logical, staged approach to faculty development for PBL curriculum change is presented.
  • Discussion of program components informed by existing literature and practical application.

Conclusions:

  • Faculty development is critical for successful PBL curriculum adoption.
  • Future directions include applying complex adaptive systems theory and research on PBL's impact on student achievement.
  • Ongoing outcome-based research and evaluation are needed to optimize faculty development strategies.