• Kirsten R Dalrymple, Carol Wuenschell, Alvin Rosenblum, Michael Paine, David Crowe, Hsing Chi von Bergmann, Shirley Wong, Marian Said Bradford, and Charles F Shuler.
• University of Southern California School of Dentistry, USA. shuler@usc.edu
• J Dent Educ. 2007 Feb 1; 71 (2): 249-59.

AbstractThis report describes the first in a series of foundation-building faculty development workshops focused on the instructional methodology of problem-based learning (PBL). The PBL Process workshop reported here introduced the learning theory topics supporting PBL and utilized an extended roleplay method to provide participants with personal experience with the PBL learning cycle. Overall, participants were satisfied with the methods and content of the workshop. A majority of survey respondents indicated that simulating a complete iteration of the PBL process was an effective way to learn about PBL. Participants expressed relatively greater difficulty understanding and performing activities related to qualitative assessment of learning processes. The workshop was developed to align with adult learning principles, and continued refinement of the workshop has enhanced the learning theory components underpinning PBL as well as the experiential aspects. These dual goals have resulted in blending the existing experiential workshop with an online distance-learning component addressing the learning theory topics relevant to PBL pedagogy.

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