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Journal of Problem Based Learning in Higher Education, v2 n1 p4-10 2014

Problem based learning (PBL) has been used in dental education over the past 20 years and uses a patient case scenario to stimulate learning in a small group setting, where a trained facilitator does not teach but guides the group to bring about deep contextualized learning, to be empathetic to each other and to encourage fair and equitable contribution from individual learners. At Peninsula Dental School, training days are held for facilitators where the facilitator's role is emphasised as being instrumental in supporting the pedagogical process of problem-based learning. This article describes how Peninsula Dental School follows the Maastricht 7 steps (Schmidt, 1983) for each problem-based learning case scenario and the roles of the facilitators are described for each session. By following the guidelines set out in this PBL case, facilitators can provide a safe, non-judgmental, adult learning environment, where students take responsibility for their own learning and can demonstrate this to the facilitator through equitable contributions, to a sufficient depth and where meaningful feedback is given to the individual and the group as a whole.

Descriptors: Facilitators (Individuals), Problem Based Learning, Feedback (Response), Dental Health, Dentistry, Active Learning, Cooperative Learning, Teaching Methods, Adult Learning, Foreign Countries

Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl

Autor: Coelho, Catherine

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=702&id=EJ1108359

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