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Advances in Health Sciences Education

, Volume 1, Issue 1, pp 69–81 | Cite as

Models of faculty development for problem-based learning

  • David M. Irby
Article

Abstract

Learning an innovative teaching method such as a problem-based learning is difficult for most faculty members because the method is based upon assumptions about learning that are often at variance with their beliefs. Faculty development can challenge assumptions about learning, provide experience with a new technique, and offer specific pedagogical skills that are needed to succeed as a tutor. A comprehensive approach to faculty development, derived from the literature in higher education, would include: instructional development, professional development, leadership development, and organizational development. Research on faculty development indicates positive results of such efforts. Faculty members who choose to learn about problem-based learning appear to progress through predictable stages of development that include: understanding and valuing the rationale for problem-based learning, acquiring general and content-specific tutor knowledge and skills, developing advanced skills in problem-based learning, and developing leadership and scholarship skills. Each of these steps, plus organizational vitality, are described along with recommendations for implementing such programs. Finally, five models of faculty development derived from medical schools with problem-based learning curricula are examined.

Key words

faculty development problem-based learning teaching improvement 

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Copyright information

© Kluwer Academic Publishers 1996

Authors and Affiliations

  • David M. Irby
    • 1
  1. 1.Center for Medical Education Research, Department of Medical EducationUniversity of WashingtonSeattleUSA

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