Theological education has not widely utilized the PBL approach and there is very little research examining the utility of PBL in theological education. Lectures are currently the preferred teaching method in theological education, however, it is recognized that there is a need for a more holistic approach. As theological education is used in both Western and Eastern cultures it is important to consider the possible influence of cultural background on the response to a PBL approach. Cultural differences in the response to PBL have received little attention in PBL research to date. This study utilized in-depth phenomenological interviews and questionnaires to explore, describe and analyze the lived experience of tertiary nursing and theological students, their facilitators and expert educators. Participants from both Eastern andWestern cultural backgrounds were studied and the nursing students were included to provide a comparison group from a profession that has successfully utilized PBL for some time and that is similarly focused on equipping students to respond to the needs of others.
|Commitee:||Cunningham, Shelley, Porter, Steve|
|Department:||Talbot School of Theology|
|School Location:||United States -- California|
|Source:||DAI-A 75/03(E), Dissertation Abstracts International|
|Subjects:||Theology, Adult education, Religious education, Health education, Higher education|
|Keywords:||Cultural backgrounds, Diversity, Nursing education, Perception of efficacy of PBL, Problem-based learning (PBL), Theological education|
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