Document Detail

Problem-based learning preparation for physician assistant faculty.
MedLine Citation:
PMID:  21181673     Owner:  NLM     Status:  In-Data-Review    
This study explores facilitator preparation for a physician assistant problem-based learning (PBL) program. A qualitative study approach was used to investigate the experiences of 7 faculty members from 2 separate physician assistant PBL programs within the United States. Data was collected through interviews using open-ended questions that were recorded and analyzed. The results revealed important themes related to topics that addressed the faculty participants' personal experiences when first beginning this method of teaching. Issues addressed included the facilitator's outlook towards PBL, previous experiences which helped to make a smoother transition into their teaching position, approaches that assisted in preparing faculty and students to teach and learn in a PBL program, academic resources referenced by faculty members, and the use of nonclinical tutors in a physician assistant PBL program.
George S Midla; Joellen E Coryell
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Publication Detail:
Type:  Journal Article    
Journal Detail:
Title:  U.S. Army Medical Department journal     Volume:  -     ISSN:  1524-0436     ISO Abbreviation:  US Army Med Dep J     Publication Date:    2010 Oct-Dec
Date Detail:
Created Date:  2010-12-24     Completed Date:  -     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  9617037     Medline TA:  US Army Med Dep J     Country:  United States    
Other Details:
Languages:  eng     Pagination:  39-47     Citation Subset:  IM    
Interservice Physician Assistant Program, Army Medical Department Center and School, Fort Sam Houston, Texas.
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