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Related Experiment Videos

Twelve tips for recruiting and retaining facilitators in a problem-based learning programme.

Michelle McLean1, Jacqueline Van Wyk

  • 1Faculty of Medicine and Health Sciences, Department of Medical Education, United Arab Emirates University, Al Ain, UAE. mcleanm@uaeu.ac.ae

Medical Teacher
|June 28, 2007
PubMed
Summary
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Implementing problem-based learning (PBL) requires staff commitment and effective facilitator recruitment. A robust reward system is crucial for sustaining facilitator enthusiasm during curriculum reform.

Area of Science:

  • Medical Education
  • Curriculum Development

Background:

  • Curriculum reform, particularly transitioning to problem-based learning (PBL), necessitates significant staff development and commitment.
  • Facilitators are central to PBL programs, requiring strategic recruitment and retention efforts.

Purpose of the Study:

  • To provide practical solutions for medical schools implementing undergraduate PBL programs.
  • To address challenges faced during the early years of PBL program integration.

Main Methods:

  • The article offers practical strategies for recruiting and retaining facilitators.
  • It suggests methods for engaging academic staff in curriculum development and PBL facilitation.
  • Emphasis is placed on designing effective reward and incentive systems.

Related Experiment Videos

Main Results:

  • Successful PBL implementation hinges on proactive management strategies for staff development and engagement.
  • Recruiting facilitators from diverse sectors and offering compelling incentives can overcome initial hurdles.
  • Well-communicated reward systems are vital for sustaining facilitator motivation.

Conclusions:

  • Effective curriculum reform, especially with PBL, depends on strategic staff management and development.
  • A supportive and rewarding environment is essential for the success and sustainability of PBL programs.
  • The article provides actionable advice for institutions navigating PBL implementation.