Problem-based learning : case studies, experience and practice /
Schwartz, Peter L.
Problem-based learning : case studies, experience and practice / edited by Peter Schwartz, Stewart Mennin and Graham Webb. - x, 182 p. ; 23 cm. - Case studies of teaching in higher education. .
Includes bibliographical references (p. [177]-179) and index.
Contributors -- Introduction -- Political, Administrative and Resource Issues -- Come and See the Real Thing: Convincing faculty members to accept a proposal to adopt Problem-based learning (PBL) within a curriculum -- No Money Where Your Mouth Is: Resource intensity of PBL; obtaining faculty tutors in the face of competing demands -- Into the Lion's Den: Introducing PBL into a combined clinical teaching attachment; dealing with organizational difficulties -- Lost in the Melee: Converting a traditional curriculum to a 'hybrid' PBL curriculum; reducing 'overload' in the curriculum -- But What if They Leave with Misinformation? Convincing sceptical faculty about 'self-correction' mechanisms in PBL groups -- Mixed Models and Mixed Messages: Implementing PBL during periods of administrative transition; dealing with challenges facing students in a new curriculum in which only some courses use PBL -- Overcoming Obstacles: Achieving a vertically integrated PBL curriculum in a traditional, departmentally organized medical school -- Forward from the Retreat: Acting on a proposal to introduce PBL into a long-established, traditional medical curriculum -- Issues Relating to Teachers -- Too Little, Too Late? The importance of group- and self-evaluation and timely feedback in PBL tutorials -- Not More PBL: Responding to clinical students' boredom with paper-based PBL -- Why Do They Ignore It? Getting students in a PBL curriculum to pay attention to important learning issues that do not appear to them to be central -- Redesigning PBL: Resolving the Integration Problem: Translating a PBL model from one discipline to another; getting students to integrate knowledge and learning in a PBL course -- Why Does the Department Have Professors if They Don't Teach? Confusion about the meaning of 'self-directed learning' - addressing the confusion and minimizing its effects when implementing PBL -- Faculty Development Workshops: A 'Challenge' of Problem-Based Learning? Dealing with difficulties during faculty development workshops on PBL resulting from participants' different backgrounds and expectations -- The Students Did That? Inducting faculty members and students into a new PBL curriculum -- Issues Relating to Students -- Mature Students? Difficulties in PBL process when ' mature' students take control of groups -- To Admit or Not to Admit? That Is the Question.: Selecting students for PBL programmes; reconciling differing views among students of the nature and goals of PBL -- Why Aren't They Working? Responding to poorly functioning tutorial groups in PBL -- I Don't Want to Be a Groupie: Dealing with a student who fails a PBL unit because of poor participation in the group -- Reflecting on Assessment: Choosing a method that assesses both the knowledge gained and the learning process of PBL -- Assessable Damage: Dealing with factors causing a student's hostile reaction to assessment in a PBL course -- They Just Don't Pull Their Weight: Assuring individual accountability of students in small tutorless PBL groups -- Conclusion -- Further Reading -- Index. Sect. 1. 1. 2. 3. 4. 5. 6. 7. 8. Sect. 2. 9. 10. 11. 12. 13. 14. 15. Sect. 3. 16. 17. 18. 19. 20. 21. 22.
0749434929
GBA0-V5597
Problem-based learning.
Education, Higher
LB1027.42. / S39 2001
378.17
Problem-based learning : case studies, experience and practice / edited by Peter Schwartz, Stewart Mennin and Graham Webb. - x, 182 p. ; 23 cm. - Case studies of teaching in higher education. .
Includes bibliographical references (p. [177]-179) and index.
Contributors -- Introduction -- Political, Administrative and Resource Issues -- Come and See the Real Thing: Convincing faculty members to accept a proposal to adopt Problem-based learning (PBL) within a curriculum -- No Money Where Your Mouth Is: Resource intensity of PBL; obtaining faculty tutors in the face of competing demands -- Into the Lion's Den: Introducing PBL into a combined clinical teaching attachment; dealing with organizational difficulties -- Lost in the Melee: Converting a traditional curriculum to a 'hybrid' PBL curriculum; reducing 'overload' in the curriculum -- But What if They Leave with Misinformation? Convincing sceptical faculty about 'self-correction' mechanisms in PBL groups -- Mixed Models and Mixed Messages: Implementing PBL during periods of administrative transition; dealing with challenges facing students in a new curriculum in which only some courses use PBL -- Overcoming Obstacles: Achieving a vertically integrated PBL curriculum in a traditional, departmentally organized medical school -- Forward from the Retreat: Acting on a proposal to introduce PBL into a long-established, traditional medical curriculum -- Issues Relating to Teachers -- Too Little, Too Late? The importance of group- and self-evaluation and timely feedback in PBL tutorials -- Not More PBL: Responding to clinical students' boredom with paper-based PBL -- Why Do They Ignore It? Getting students in a PBL curriculum to pay attention to important learning issues that do not appear to them to be central -- Redesigning PBL: Resolving the Integration Problem: Translating a PBL model from one discipline to another; getting students to integrate knowledge and learning in a PBL course -- Why Does the Department Have Professors if They Don't Teach? Confusion about the meaning of 'self-directed learning' - addressing the confusion and minimizing its effects when implementing PBL -- Faculty Development Workshops: A 'Challenge' of Problem-Based Learning? Dealing with difficulties during faculty development workshops on PBL resulting from participants' different backgrounds and expectations -- The Students Did That? Inducting faculty members and students into a new PBL curriculum -- Issues Relating to Students -- Mature Students? Difficulties in PBL process when ' mature' students take control of groups -- To Admit or Not to Admit? That Is the Question.: Selecting students for PBL programmes; reconciling differing views among students of the nature and goals of PBL -- Why Aren't They Working? Responding to poorly functioning tutorial groups in PBL -- I Don't Want to Be a Groupie: Dealing with a student who fails a PBL unit because of poor participation in the group -- Reflecting on Assessment: Choosing a method that assesses both the knowledge gained and the learning process of PBL -- Assessable Damage: Dealing with factors causing a student's hostile reaction to assessment in a PBL course -- They Just Don't Pull Their Weight: Assuring individual accountability of students in small tutorless PBL groups -- Conclusion -- Further Reading -- Index. Sect. 1. 1. 2. 3. 4. 5. 6. 7. 8. Sect. 2. 9. 10. 11. 12. 13. 14. 15. Sect. 3. 16. 17. 18. 19. 20. 21. 22.
0749434929
GBA0-V5597
Problem-based learning.
Education, Higher
LB1027.42. / S39 2001
378.17