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Development and implementation of a comprehensive faculty development program in PBL core skills.

Kirsten R Dalrymple1, Carol Wuenschell, Charles F Shuler

  • 1University of Southern California, School of Dentistry, Los Angeles, CA 90089-0641, USA.

Journal of Dental Education
|September 7, 2006
PubMed
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Implementing faculty development programs is key for successful curriculum changes. A problem-based learning (PBL) program successfully trained dental faculty, boosting participation in the new D.D.S. curriculum.

Area of Science:

  • Medical Education
  • Curriculum Development
  • Pedagogy

Background:

  • Curricular reform necessitates faculty adaptation to new teaching methods.
  • Effective faculty development is crucial for implementing innovative pedagogies like problem-based learning (PBL).

Purpose of the Study:

  • To describe a framework for developing and implementing a faculty development program for a dental curriculum transition to PBL.
  • To enhance faculty readiness and participation in a new problem-based learning dental curriculum.

Main Methods:

  • A faculty committee designed a PBL core skills program using experiential and developmentally appropriate adult learning principles.
  • Workshops focused on facilitation preparation for small-group, inquiry-based learning.

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Main Results:

  • Nearly 70% of faculty participated in the facilitation preparation workshops.
  • Participating faculty actively contributed to the D.D.S. curriculum as facilitators.
  • The program fostered constructive and social learning opportunities for faculty.

Conclusions:

  • Locally devised faculty development programs focused on specific teaching skills and adult learning principles can increase curriculum participation.
  • Successful implementation of PBL pedagogy in dental education relies on targeted faculty training.