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Related Experiment Videos

Tutoring in problem-based learning: a teacher development process

D B Holmes1, D M Kaufman

  • 1Medical Education Unit, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada.

Medical Education
|July 1, 1994
PubMed
Summary
This summary is machine-generated.

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Implementing problem-based learning (PBL) in medical education requires a robust teacher development program. Dalhousie University

Area of Science:

  • Medical Education
  • Curriculum Innovation
  • Teacher Development

Background:

  • Undergraduate medical curricula are evolving to enhance graduate preparedness.
  • Problem-based learning (PBL) is a significant innovation in medical training.
  • Effective curriculum change necessitates a strong teacher development framework.

Purpose of the Study:

  • To describe Dalhousie University's transition to PBL from a teacher development viewpoint.
  • To outline a seven-stage teacher development process for PBL tutors.
  • To report on program evaluation data from student and tutor perspectives.

Main Methods:

  • Described a seven-stage teacher development process for PBL tutors.
  • Collected and analyzed program evaluation data from students and tutors.

Related Experiment Videos

  • Documented the implementation and evaluation of the teacher development process.

    • Main Results:

    • Evaluation data from both students and tutors were highly positive.
    • The study identified areas for improvement in the teacher development process.
    • The transition to PBL was supported by a structured teacher development initiative.

    Conclusions:

    • A well-designed and evaluated teacher development process is crucial for successful curriculum change.
    • The described seven-stage process at Dalhousie University proved effective.
    • Continuous improvement and future planning are essential for sustaining PBL implementation.