Problem-based Learning

Problem-based learning (PBL) is a powerful teaching technique that is widely established in a number of academic fields and recognized as an immensely valuable approach in many others. This book is for those currently using PBL as well as those new to it and offers case studies and strategies.

Contributors

vii

Introduction

1

(12)

THE CASE STUDIES

Section 1: Political, Administrative and Resource Issues

Come and See the Real Thing

13

(7)

David Prideaux

Bren Gannon

Elizabeth Farmer

Sue Runciman

Isobel Rolfe

Convincing faculty members to accept a proposal to adopt Problem-based learning (PBL) within a curriculum

No Money Where Your Mouth Is

20

(7)

Nina Felice Schor

Resource intensity of PBL; obtaining faculty tutors in the face of competing demands

Into the Lion's Den

27

(7)

Amy Blue

Introducing PBL into a combined clinical teaching attachment; dealing with organizational difficulties

Lost in the Melee

34

(6)

D Christopher Clark

Converting a traditional curriculum to a `hybrid' PBL curriculum; reducing `overload' in the curriculum

But What if They Leave with Misinformation?

40

(5)

Gwendie Camp

Convincing sceptical faculty about `self-correction' mechanisms in PBL groups

Mixed Models and Mixed Messages

45

(7)

Marilyn S. Lantz

John F Chaves

Implementing PBL during periods of administrative transition; dealing with challenges facing students in a new curriculum in which only some courses use PBL

Overcoming Obstacles

52

(8)

Ann Sefton

Achieving a vertically integrated PBL curriculum in a traditional, departmentally organized medical school

Forward from the Retreat

60

(11)

Peter Schwartz

Acting on a proposal to introduce PBL into a long-established, traditional medical curriculum

Section 2: Issues Relating to Teachers

Too Little, Too Late?

71

(7)

Carol-Ann Courneya

The importance of group-and self-evaluation and timely feedback in PBL tutorials

Not More PBL

78

(5)

Elizabeth Farmer

Responding to clinical students' boredom with paper-based PBL

Why Do They Ignore It?

83

(7)

Marlene Lindberg

Gordon Greene

Getting students in a PBL curriculum to pay attention to important learning issues that do not appear to them to be central

Redesigning PBL: Resolving the Integration Problem

90

(8)

Barry Maitland

Rob Cowdroy

Translating a PBL model from one discipline to another; getting students to integrate knowledge and learning in a PBL course

Why Does the Department Have Professors if They Don't Teach?

98

(6)

Barbara Miflin

David Price

Confusion about the meaning of `self-directed learning' -- addressing the confusion and minimizing its effects when implementing PBL

Faculty Development Workshops: A `Challenge' of Problem-Based Learning?

104

(7)

Deborah E Allen

Barbara J Duch

Susan E Groh

Dealing with difficulties during faculty development workshops on PBL resulting from participants' different backgrounds and expectations

The Students Did That?

111

(8)

David Taylor

Inducting faculty members and students into a new PBL curriculum

Section 3: Issues Relating to Students

Mature Students?

119

(7)

Emyr W Benbow

Ray F T McMahon

Difficulties in PBL process when `mature' students take control of groups

To Admit or Not to Admit? That Is the Question

126

(9)

Chuck Shuler

Alan Fincham

Selecting students for PBL programmes; reconciling differing views among students of the nature and goals of PBL

Why Aren't They Working?

135

(7)

Diana Dolmans

Ineke Wolfhagen

Cees van der Vleuten

Responding to poorly functioning tutorial groups in PBL

I Don't Want to Be a Groupie

142

(7)

David M Kaufman

Karen V Mann

Dealing with a student who fails a PBL unit because of poor participation in the group

Reflecting on Assessment

149

(7)

Jan Lovie-Kitchin

Choosing a method that assesses both the knowledge gained and the learning process of PBL

Assessable Damage

156

(7)

Alex Forrest

Laurie Walsh

Dealing with factors causing a student's hostile reaction to assessment in a PBL course

They Just Don't Pull Their Weight

163

(8)

Don Woods

Assuring individual accountability of students in small tutorless PBL groups

Conclusion

171

(6)

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Problem-based Learning

Summary

Table of Contents

Supplemental Materials