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Preparing Faculty and Students for Problem-based Learning

  • Jos H. C. Moust
  • Henk G. Schmidt
Chapter
Part of the Frontiers of Primary Care book series (PRIMARY)

Abstract

The literature of faculty development pays a great deal of attention to the preparation and training of teachers1,2 for educational innovation. Less attention, however, is given to the preparation of students, even though both parties involved in the teaching-learning process play an important role in the implementation of new instructional methods.

Keywords

Faculty Member Faculty Development Educational Innovation Tutorial Group Tutor Training 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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References

  1. 1.
    Bergquist WH, Philips SR. A Handbook for Faculty Development. Volumes 1, 2, 3. Berkeley, California, Pacific Soundings Press, 1970, 1976, 1978.Google Scholar
  2. 2.
    Lindquist J (ed). Designing Teaching Improvement Programs. Washington DC, The Council for the Advancement of Small Colleges, 1979.Google Scholar
  3. 3.
    Schmidt HG. Problem-based learning: rationale and description. Med Educ 1983;17: 11–16.PubMedCrossRefGoogle Scholar
  4. 4.
    Schmuck RA, Runkel PJ, Arends JH, Arends RJ. The Second Handbook of Organisation Development in Schools. Palo Alto, May field Publishing Company, 1977.Google Scholar
  5. 5.
    Sharan S, Hare P, Webb CD, Hertz-Lazarowitz R. Cooperation in Education. Provo, Brigham Young University Press, 1980.Google Scholar
  6. 6.
    Sharan S, Sharan Y. Small Group Teaching. Englewood Cliffs, New Jersey, Prentice Hall, 1975.Google Scholar
  7. 7.
    Schmidt HG, Bouhuijs PAJ. Onderwijs in Taakgerichte Groepen. Utrecht, Spectrum, 1980.Google Scholar

Copyright information

© Springer-Verlag New York Inc. 1989

Authors and Affiliations

  • Jos H. C. Moust
  • Henk G. Schmidt

There are no affiliations available

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