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J Dent Educ. 71(12): 1561-1573 2007
© 2007 American Dental Education Association
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Educational Methodologies

PBL Core Skills Faculty Development Workshop 3: Understanding PBL Process Assessment and Feedback via Scenario-Based Discussions, Observation, and Role-Play

Kirsten R. Dalrymple, Ph.D.; Shirley Wong, D.D.S.; Alvin Rosenblum, D.D.S.; Carol Wuenschell, Ph.D.; Michael Paine, D.D.S., Ph.D.; Charles F. Shuler, D.M.D., Ph.D.

Key words: problem-based learning, assessment, feedback, facilitator, faculty development

Submitted for publication 05/04/07; accepted 09/14/07

Tutorial assessment in PBL is thought to be a valid assessment approach and is believed to exert a positive impact on the learning process. Reports, however, have demonstrated that assessment by the facilitator can be unreliable. Training of faculty to conduct this type of assessment has tended to be lacking and is a likely contributor to this inconsistency. This report describes the final in a series of foundation-building faculty development workshops focused on the instructional methodology of PBL. The PBL Assessment and Feedback workshop reported here introduced the theory and practice of conducting process-based assessment accompanied by formative feedback. Scenario-based discussions, mock group demonstration, role-modeling, and role-play were utilized as adult learning-appropriate strategies to familiarize participants with process-based assessment and feedback. Evaluation of the workshop by participants provided evidence that the majority of participants were satisfied with the methods and content of the workshop. Suggestions for additional training in these assessment methods included additional examples, practice, workshops, or observation and mentoring.




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D. C. Johnsen, M. W. Finkelstein, T. A. Marshall, and Y. M. Chalkley
A Model for Critical Thinking Measurement of Dental Student Performance
J Dent Educ., February 1, 2009; 73(2): 177 - 183.
[Abstract] [Full Text] [PDF]


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