Problem-Based Learning Faculty Training: IQ Team Faculty Training Manual

Publication ID Published Volume
9760 April 8, 2014 10
Case Western Reserve University School of Medicine

Abstract

This manual is a tool for medical school faculty who facilitate Problem-Based Learning (PBL) groups and a tool for schools interested in adopting a PBL curriculum.  PBL is a teaching method in which students work together in small groups to acquire new knowledge while solving clinical problems. PBL is the cornerstone of a curriculum which is student-centered and fosters self-regulation, emotional intelligence and life-long learning. This publication contains a detailed guide that shows how to incorporate PBL into the pre-clinical years of medical school. There is a detailed description of what happens in the small groups and two workshops for training new and advanced faculty facilitators. Readers will appreciate the knowledge, skills, and attitudes that are essential for this method of teaching.

This manual is used regularly to train PBL facilitators. It has been tested and refined over the last seven years.

Citation

Ricanati S. Problem-based learning faculty training: IQ team faculty training manual. MedEdPORTAL Publications. 2014;10:9760. http://doi.org/10.15766/mep_2374-8265.9760

Educational Objectives

  1. Learners will compare and contrast Problem Based Learning with more traditional learning formats such as lecture.
  2. Learners will compare and contrast the role of facilitator and content expert.
  3. Learners will describe the student roles in the group: leader, time keeper, and scribe.
  4. Learners will list and describe the stages of group formation: forming, storming, norming and performing.
  5. Learners will give an example of how “check-out” (student feedback) is used to enhance the performance of the group.

Keywords

  • Problem Based Learning, Teams, Faculty Training Manual, Editor's Choice

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ISSN 2374-8265