Professional Documents
Culture Documents
Group 3
In this chapter we explore key facets of the instructor’s role in
implementing PBL in a classroom setting. Before beginning, we must
reiterate how the form of PBL that we use differs from the approaches Implementing problem beside learning in the classroom
commonly used in problem-based medical education. The differences
may not appear large, but they have a significant impact on many
aspects of classroom implementation. Selecting the PBL materials
Students used several metaphors to describe the teacher’s role,
including “guide,” “resource,” and “lighthouse.” These metaphors
highlight the relative inactivity of the teacher when compared with Reviewing and preparing PBL project materials and logistic
either a traditional teaching role or with the activities of students
during a PBL project.
The last of the attitudes we wish to highlight is high expectations for Plan for use of mecessary equipment
student success. The emphasis that we place on experimentation,
supportiveness, formative assessment, and self-directed learning by
no means diminishes our expectations concerning student effort or our
standards for accomplishment of learning objectives. High
expectations for students are critical within a PBL environment since
the instructor is, in a sense, seeking to replace traditional classroom-
control mechanisms with group norms and self-motivation as