Development and implementation of a comprehensive faculty development program in PBL core skills.

Full Abstract

Large curricular changes associated with changes in teaching and learning methods should be accompanied by faculty development programs linked to the new pedagogy. This article describes a framework for the development and implementation of a program designed to assist faculty with the transition of the dental curriculum to a problem-based learning (PBL) pedagogy. A faculty committee created a PBL core skills program based on experiential, developmentally appropriate approaches that resulted in constructive and social learning opportunities for the faculty participants. Nearly 70 percent of faculty members have participated in the facilitation preparation workshops and contributed to the D.D.S. curriculum as small-group, inquiry-based learning facilitators. Faculty development programs geared toward acquisition of specific teaching skills and based on adult learning principles can be devised locally and result in increased participation in a new curriculum.

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Author information

Author/s: Dalrymple, Kirsten R (KR); Wuenschell, Carol (C); Shuler, Charles F (CF);

Affiliation: University of Southern California, School of Dentistry, Los Angeles, CA 90089-0641, USA.

Journal and publication information

Publication Type: Journal Article

Journal: Journal of dental education (J Dent Educ), published in United States. (Language: eng)

Reference: 2006-Sep; vol 70 (issue 9) : pp 948-55

Dates: Created 2006/09/06; Completed 2006/10/20;

PMID: 16954416, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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