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Related Experiment Videos

Preparing faculty to teach in a problem-based learning curriculum: the Sherbrooke experience.

P Grand'Maison1, J E Des Marchais

  • 1Department of Family Medicine, Sherbrooke Medical School.

CMAJ : Canadian Medical Association Journal = Journal De L'Association Medicale Canadienne
|March 1, 1991
PubMed
Summary

Sherbrooke Medical School

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Area of Science:

  • Medical Education
  • Curriculum Reform

Background:

  • Sherbrooke Medical School initiated a significant undergraduate curriculum reform over six years.
  • A new student-centered, community-oriented curriculum was implemented in September 1987, with problem-based learning (PBL) as the primary educational method.

Purpose of the Study:

  • To describe the faculty development programs implemented to prepare teachers for the new curriculum.
  • To evaluate the impact of these programs on faculty engagement and educational philosophy.

Main Methods:

  • A series of faculty development programs were offered, including introductory workshops, a 1-year basic training program in medical pedagogy, and PBL tutor training.
  • Participation rates for these programs were tracked.

Main Results:

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  • Over 60% of full-time teachers attended the introductory program, and 80% attended PBL tutor training.
  • 33% of faculty members completed the 1-year basic training program.
  • Implementation led to a more student-centered philosophy and increased interest in medical education.

Conclusions:

  • Faculty development programs are crucial for successful curriculum reform.
  • High participation in targeted training fosters a positive shift in educational approach.
  • Lessons learned can inform future medical education initiatives.