JDE
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
QUICK SEARCH:   [advanced]


     

J Dent Educ. 71(5): 606-618 2007
© 2007 American Dental Education Association
This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Wuenschell, C. W.
Right arrow Articles by Shuler, C. F.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Wuenschell, C. W.
Right arrow Articles by Shuler, C. F.

Educational Methodologies

PBL Core Skills Faculty Development Workshop 2: Training Faculty in Group Learning Facilitation Skills Through Role-Modeling and Role-Play Activities

Carol W. Wuenschell, Ph.D.; Kirsten R. Dalrymple, Ph.D.; Charles F. Shuler, D.M.D., Ph.D.

Key words: problem-based learning, tutor, tutorial

Submitted for publication 11/15/06; accepted 02/08/07

This report describes the second workshop in a series intended to prepare faculty for their roles in a newly instituted problem-based learning (PBL) dental program. The Facilitation of Learning workshop was designed to familiarize participants with the role of the facilitator in the small-group learning context, the skills required for facilitation, and identification of student behaviors requiring facilitator intervention. Methods included discussion of a subject-specific scenario, role-modeling of a mock student group by workshop leaders or PBL students, and role-play by participants as facilitators of the mock group. An exit survey showed the majority of participants felt the workshop goals had been met. The opportunity to observe and participate in a realistically simulated PBL group was most commonly identified as an effective workshop element by attendees, with participant discussions and opportunities for input from experienced facilitators and students (when used) also cited as effective. Participant criticisms and suggestions that will likely contribute to program enhancement notably included expressed desires for further observation and practice prior to facilitation of a PBL student learning group and availability of ongoing follow-up training and support for fledgling facilitators.




This article has been cited by other articles:


Home page
 Br J Soc WorkHome page
D. O. B. Lam
Impact of Problem-Based Learning on Social Work Students: Growth and Limits
Br. J. Soc. Work, May 7, 2008; (2008) bcn073v1.
[Abstract] [Full Text] [PDF]

Home page
 J Dent EducHome page
K. R. Dalrymple, S. Wong, A. Rosenblum, C. Wuenschell, M. Paine, and C. F. Shuler
PBL Core Skills Faculty Development Workshop 3: Understanding PBL Process Assessment and Feedback via Scenario-Based Discussions, Observation, and Role-Play
J Dent Educ., December 1, 2007; 71(12): 1561 - 1573.
[Abstract] [Full Text] [PDF]


HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
Copyright © 2007 by the American Dental Education Association.