ERIC Number: EJ1337875
Record Type: Journal
Publication Date: 2021
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2246-0918
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Impact of a Faculty Development Strategy Aiming at Mitigating Erosions in a PBL-Based Medical School
Moreira, Livia Maria; Moura, Alexandre; Brito, Eliza; Junqueira, Flávia; Ribeiro, Ligia
Journal of Problem Based Learning in Higher Education, v9 n2 p69-96 2021
Problem-based learning (PBL) is an instructional method that can show erosions and failures throughout its implementation. Faculty development programs reinforcing PBL principles are essential to keep tutorial groups functioning properly. Quasi-experimental study carried out in a medical school, with a PBL curriculum. The institution has launched a faculty development program to improve tutorial performance. The program was based on the dissemination of educational material addressing five perceived erosions in tutorial groups previously identified by the tutors. Students and tutors answered a questionnaire measuring their perception on tutors' performance, before and after faculty development. The overall mean scores of tutors' performance has significantly increased among students when comparing pre- and post-program scores (0.19 + 0.06; p < 0.001). The study has shown that, based on students' perspective, a faculty development program focusing on the remediation of erosions identified by the tutors can help improve tutors' performance in different domains.
Descriptors: Faculty Development, Barriers, Problem Based Learning, Medical Schools, Medical Students, Tutors, Tutoring
Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
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