Problem-Based Learning within Health Professional Education, What is the Role of the Lecturer? A review of the literature
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Publication date
2000Author
Haith-Cooper, MelanieKeyword
Problem-based learningEffective facilitation
Role
Health professionals
Education
Facilitators
Teaching
Rights
© 2000 Elsevier. Reproduced in accordance with the publisher's self-archiving policy.Peer-Reviewed
YesOpen Access status
openAccess
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Show full item recordAbstract
The profile of an effective facilitator has been likened to that of a saint, unfazed by ambiguity, undaunted by student irritation or personal frustration (Katz 1995, p 52). With the increasing popularity of using problem-based learning (PBL) within health professional curricula, it could be argued that the health lecturer’s role in education is changing. As a lecturer, I have only recently become involved in using PBL. With increasing exposure to the process and through reviewing the literature, I have come to realise that the role of the lecturer is fraught with difficulty. The literature is often conflicting with PBL meaning different things to different people (Barrows 1986). It provides no consistent guidelines as to how the lecturer should adapt to undertake this new role. This article explores the issues around the role of the lecturer within PBL and through reviewing the literature, investigates the level of intervention the lecturer should provide when students are undertaking the PBL process. Suggestions will be made to ‘facilitate’ the lecturer into facilitating an effective teaching strategy.Version
Accepted manuscriptCitation
Haith-Cooper M (2000) Problem-Based Learning within Health Professional Education. What is the Role of the Lecturer? A review of the literature. Nurse Education Today. 4(20): 267-273.Link to Version of Record
https://doi.org/10.1054/nedt.1999.0397Type
Articleae974a485f413a2113503eed53cd6c53
https://doi.org/10.1054/nedt.1999.0397