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Effects of problem-based learning curricula on faculty learning: new lenses, new questions.

Quinlan, Kathleen M. (2003) Effects of problem-based learning curricula on faculty learning: new lenses, new questions. Advances in Health Sciences Education, 8 (3). pp. 249-259. ISSN 1382-4996. E-ISSN 1573-1677. (doi:10.1023/A:1026034029468) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
Official URL
http://dx.doi.org/10.1023/A:1026034029468

Abstract

Literature on the impact of problem-based learning (PBL) in medical education has short-changed important questions about the effect of PBL curricula on faculty learning and on faculty knowledge of their subject matter. This paper opens up new questions about the impact of PBL in medical colleges and other health sciences by focusing attention on its effects on faculty learning, on collegial networks in medical colleges, and, consequently, on other scholarly work by faculty. A brief review of research on the effects of PBL on faculty and faculty development is followed by a synthesis of relevant research findings from research on teaching and faculty learning in other disciplines. A new conceptual framework, drawn from the educational paradigms, methods and empirical findings from those other areas of higher education research and research on secondary school teaching, is applied to designing, examining, and evaluating problem-based learning. Viewing faculty as learners prompts a new research agenda including questions such as: What do faculty members learn by participating in integrative, interdisciplinary problem-based learning courses? How? How is that learning related to or integrated with other aspects of their scholarly work?

Item Type: Article
DOI/Identification number: 10.1023/A:1026034029468
Uncontrolled keywords: article, attitude, cost benefit analysis, economics, educational model, medical education, medical school, methodology, problem based learning, teaching, Attitude, Cost-Benefit Analysis, Education, Medical, Faculty, Medical, Models, Educational, Problem-Based Learning, Teaching
Subjects: L Education
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Kathleen M Quinlan
Date Deposited: 09 Feb 2017 14:30 UTC
Last Modified: 29 May 2019 18:39 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/60296 (The current URI for this page, for reference purposes)
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