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Preparing faculty members for problem based, small group learning encounters

H T Gilmore1

  • 1School of Medicine, Department of OB/GYN, Yankton, SD.

South Dakota Journal of Medicine
|February 1, 1995
PubMed
Summary
This summary is machine-generated.

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The University of South Dakota School of Medicine implemented problem-based learning for junior medical students in 1991. Faculty gained valuable experience managing small group sessions with high school students serving as participants.

Area of Science:

  • Medical Education
  • Pedagogy

Background:

  • The University of South Dakota School of Medicine introduced a novel problem-based learning (PBL) curriculum in 1991.
  • This innovative educational method was implemented for junior medical students at the Yankton Campus.

Purpose of the Study:

  • To assess the implementation and faculty experience with a new problem-based educational method.
  • To prepare faculty for facilitating small group PBL sessions.

Main Methods:

  • Faculty participated in workshops to prepare for PBL facilitation.
  • Senior high school students from Yankton High School were engaged as participants in the small group sessions.
  • Faculty gained practical experience in managing problem-based small group learning.

Main Results:

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  • The PBL program represented an innovative approach for both students and faculty.
  • Faculty developed skills in managing small group dynamics and guiding discussions through practical application.
  • The use of high school students provided a unique learning environment for faculty development.

Conclusions:

  • The implementation of problem-based learning required faculty training and adaptation.
  • The program provided valuable hands-on experience for faculty in facilitating student-centered learning.
  • Engaging high school students as participants proved effective for faculty skill development in PBL.