Meeting the challenge of problem-based learning: developing the facilitators.

Abstract

Problem-based learning methodologies are now extensively utilized within contemporary nursing curricula. One factor which has been found to be vital to the successful use of these methodologies is the effectiveness of the facilitator. For some teachers, the facilitation of problem-based learning tutorials demands a shift from teacher- to student-centred instruction; for others it requires continuing development of present practice. It is proposed that this transformation or modification of teacher practice can be achieved through the use of group reflection for teacher development. This paper suggests that a group reflective practice strategy for facilitator development is more likely to prepare teachers to meet the demands of problem-based learning than traditional forms of staff development. The strategy proffered for teacher development has two phases: phase one establishes the group and centres discussion on the practice of problem-based learning facilitation; phase two involves critical analysis of personal practice of facilitation in the context of problem-based learning with a view to increased self-knowledge, ultimately leading to a change in practice. Changes to personal practice will be sustained by repeated participation in phase two. Essential to this ongoing participation will be recognition and support from the host organization.