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J Dent Educ. 71(2): 249-259 2007
© 2007 American Dental Education Association
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Educational Methodologies

PBL Core Skills Faculty Development Workshop 1: An Experiential Exercise with the PBL Process

Kirsten R. Dalrymple, Ph.D.; Carol Wuenschell, Ph.D.; Alvin Rosenblum, D.D.S.; Michael Paine, B.D.S., Ph.D.; David Crowe, D.D.S., D.M.Sc.; Hsing Chi von Bergmann, Ph.D.; Shirley Wong, D.D.S.; Marian Said Bradford, D.D.S.; Charles F. Shuler, D.M.D., Ph.D.

Key words: faculty development, problem-based learning, adult learning theory

Submitted for publication 07/10/06; accepted 09/28/06

This report describes the first in a series of foundation-building faculty development workshops focused on the instructional methodology of problem-based learning (PBL). The PBL Process workshop reported here introduced the learning theory topics supporting PBL and utilized an extended roleplay method to provide participants with personal experience with the PBL learning cycle. Overall, participants were satisfied with the methods and content of the workshop. A majority of survey respondents indicated that simulating a complete iteration of the PBL process was an effective way to learn about PBL. Participants expressed relatively greater difficulty understanding and performing activities related to qualitative assessment of learning processes. The workshop was developed to align with adult learning principles, and continued refinement of the workshop has enhanced the learning theory components underpinning PBL as well as the experiential aspects. These dual goals have resulted in blending the existing experiential workshop with an online distance-learning component addressing the learning theory topics relevant to PBL pedagogy.




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K. R. Dalrymple, S. Wong, A. Rosenblum, C. Wuenschell, M. Paine, and C. F. Shuler
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C. W. Wuenschell, K. R. Dalrymple, and C. F. Shuler
PBL Core Skills Faculty Development Workshop 2: Training Faculty in Group Learning Facilitation Skills Through Role-Modeling and Role-Play Activities
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