Abstract
This study examined the effectiveness of a faculty training program for problem-based learning (PBL) facilitation. A multi-level approach was used, following Kirkpatrick’s levels for assessing training effectiveness. Data were obtained from (1) tutor training workshop evaluations, (2) a survey of tutors’ attitudes and beliefs, (3) changes in tutors’ perceptions of their teaching styles through pre- and post-testing using the Teaching Styles Inventory (TSI), (4) changes in student attitudes and self-perceptions of their learning styles through pre- and post-testing using the Self-directed Learning Readiness Scale (SDLRS) and the revised Study Process Questionnaire (SPQ). The authors contend that measures were obtained for Kirkpatrick levels 1, 2, and 4 (Reaction, Learning, and Results, respectively) but that no measure of Kirkpatrick level 3 was completed. Overall, it was concluded that the training program was successful as measured at Kirkpatrick level 1 but was equivocally successful as assessed at higher levels in Kirkpatrick’s model. In addition to drawing conclusions regarding the training program for facilitators in PBL, limitations and challenges associated with assessment at each level are highlighted.
Highlights
We describe a faculty development program to facilitate a switch to a new curriculum in problem-based learning
A total of 224 tutors were trained in the first year and 75% of attendees completed evaluations. 168 tutors attended both workshops and 56 tutors attended only the second session, a decision based on their previous training and experience with problem-based learning (PBL)
This study evaluated the effectiveness of a program of faculty development for PBL tutors using multiple levels identified by Kirkpatrick (Kirkpatrick, 1996)
Summary
In 2006, the Liaison Committee on Medical Education/Committee on Accreditation of Canadian Medical Schools found that our medical school provided insufficient opportunities for active learning by students. In response to this decision, our school decided to adopt a new curriculum in the pre-clinical years based on problem-based learning (PBL). Participants developed an understanding of learner-centred education, the importance of learning objectives, and the foundations of PBL. This workshop included a 30-minute session in which tutors role-played a group of students in order to demonstrate and discuss the dynamics of a PBL group. An ongoing tutor support program consisting of an orientation session to each course, peer tutoring assistance, and weekly tutoring briefing and de-briefing sessions were run during each term to assist in further development of tutoring skills
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