Maximizing the value of feedback for individual facilitator and faculty development in a problem-based learning curriculum

Medical Teacher

Volumn 29, Issue 1, 2007, Pages

  van Wyk, Jacqueline ^a   Mclean, Michelle ^a  

^a UNIVERSITY OF KWAZULU NATAL   (South Africa)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CAREER MOBILITY; CONTROLLED STUDY; CURRICULUM; FACULTY PRACTICE; FACULTY STUDENT RELATION; HUMAN; OPEN ENDED QUESTIONNAIRE; PROBLEM BASED LEARNING; QUALITATIVE ANALYSIS; QUALITY CONTROL; QUANTITATIVE ANALYSIS; RATING SCALE; SKILL; STAFF TRAINING; VALIDITY; WORK EXPERIENCE;

CURRICULUM; EDUCATION, MEDICAL; EDUCATIONAL MEASUREMENT; FACULTY, MEDICAL; HUMANS; PROBLEM-BASED LEARNING; QUESTIONNAIRES; STAFF DEVELOPMENT;

EID: 34250028678     PISSN: 0142159X     EISSN: 1466187X     Source Type: Journal    
DOI: 10.1080/01421590601032435     Document Type: Article

References (20)

1. Bernier, GM, Adler, S., Kanter, S. and Meyer, WJ (2000) On changing curricula: Lessons learned at two dissimilar medical schools. Acad Med, 75, pp. 595-601.
2. Bland, CJ, Starnaman, S., Wersal, L., Moorhead-Rosenberg, L., Zonia, S. and Henry, R. (2000) Curricular change in medical schools: How to succeed. Acad Med, 75, pp. 575-594.
3. Cotterell, S., Wimmer, M., Linger, B., Shumway, J. and Jones, E. (2004) Using problem-based learning evaluations to improve facilitator performance and student learning. Int Associat Med Sci Edu, 14, pp. 58-63.
4. Dolmans, DHJM, Gijselaers, WH, Moust, JHC, De Grave, WS, Wolfhagen, IHAP and van der Vleuten, CPM (2002) Trends in research on the tutor in problem-based learning: Conclusions and implications for educational practice and research. Med Teach, 24, pp. 173-180.
5. Dolmans, D. and Ginns, P. (2005) A short questionnaire to evaluate the effectiveness of tutors in PBL: Validity and reliability. Med Teach, 27, pp. 534-538.
6. Farmer, EA (2004) Faculty development for problem based learning. Eur. J. Dent. Educ., 8, pp. 59-66.
7. Gijselaers, WH and Schmidt, HG. (1990) Development and evaluation of a causal model of problem based learning. Innovation in Medical Education: An Evaluation of its Present Status, pp. 95-113. Springer, New York
8. Health Professions Council of South Africa. (2004) Standards for the Accreditation of Undergraduate Medical Education in South Africa, Medical and Dental Professional Board, Pretoria
9. Harden, RM (1999) Stress, pressure and burnout in teachers: Is the swan exhausted?. Med Teach, 21, pp. 245-246.
10. Jung, B., Tryssenaar, J. and Wilkins, S. (2005) Becoming a tutor: exploring the learning experiences and needs of novice tutors in a PBL programme. Med Teach, 27, pp. 6-12.
11. Marsh, HW (1987) Students' evaluations of university teaching: Research findings, methodological issues, and directions for future research. Int J Educ Res, 11, pp. 253-288.
12. McLean, M. (2004) Sustaining a problem-based learning curriculum: Advice in hindsight. Med Teach, 26, pp. 726-728.
13. Mennin, S. and Krackov, SK (1998) Reflections on relevance, resistance, and reform in medical education. Acad Med, 73, pp. S60-S64.
14. Murray, I. and Savin-Baden, M. (2000) Staff development in problem based learning. Teach High Educ, 5, pp. 107-126.
15. Olmesdahl, PJ (1997) Rewards for teaching excellence: Practice in South African medical schools. Med Edu, 31, pp. 27-32.
16. Pinto, PR, Rendas, A. and Gamboa, T. (2001) Tutor's performance evaluation: A feedback tool for the PBL learning process. Med Teach, 23, pp. 289-293.
17. Robins, LS, White, CB and Fantone, JC (2000) The difficulty of sustaining curricular reforms: A study of 'drift' at one school. Acad Med, 75, pp. 801-805.
18. Tremblay, M., Tryssenaar, J. and Jung, B. (2001) Problem based learning in occupational therapy: Why do health professionals choose to tutor. Med Teach, 23, pp. 561-566.
19. Van Berkel, HJM and Schmidt, HG (2000) Motivation to commit oneself as a determinant of achievement in problem-based learning. High Educ, 40, pp. 231-242.
20. Williams, GC, Saizow, RB and Ryan, RM (1999) The importance of self-determination theory for medical education. Acad Med, 74, pp. 992-995.