Training Problem-based Learning Faculty Online
A Novel Approach in Faculty Development
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Seventy percent of U.S. medical schools report usingproblem-based learning (PBL) in the pre-clerkshipyears. However, without intensive training, facultyoften struggle with organizing their teaching in apurposeful manner. This book documents the efficacyof an online PBL training module to assisting facultyin organizing PBL teaching sessions. This novelapproach to PBL faculty development takes intoaccount faculty and student perceptions and experiences.The information gathered and presented in this bookillustrates how an online PBL training system can beimplemented, as part of a larger faculty d...
Seventy percent of U.S. medical schools report using
problem-based learning (PBL) in the pre-clerkship
years. However, without intensive training, faculty
often struggle with organizing their teaching in a
purposeful manner. This book documents the efficacy
of an online PBL training module to assisting faculty
in organizing PBL teaching sessions. This novel
approach to PBL faculty development takes into
account faculty and student perceptions and experiences.
The information gathered and presented in this book
illustrates how an online PBL training system can be
implemented, as part of a larger faculty development
program, to change and improve upon specific teaching
behaviors.
problem-based learning (PBL) in the pre-clerkship
years. However, without intensive training, faculty
often struggle with organizing their teaching in a
purposeful manner. This book documents the efficacy
of an online PBL training module to assisting faculty
in organizing PBL teaching sessions. This novel
approach to PBL faculty development takes into
account faculty and student perceptions and experiences.
The information gathered and presented in this book
illustrates how an online PBL training system can be
implemented, as part of a larger faculty development
program, to change and improve upon specific teaching
behaviors.
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