Dissertation/Thesis Abstract

PBL preparation for physician assistant facilitators
by Midla, George S., M.Ed., The University of Texas at San Antonio, 2008, 53; 1460037
Abstract (Summary)

This study explores facilitator preparation for a physician assistant (PA) problem based learning (PBL) program. A qualitative study approach was used to investigate the experiences of seven faculty members from two separate PA PBL programs within the continental 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 PA PBL program.

Indexing (document details)
Advisor: Coryell, Joellen E.
Commitee: Crisp, Gloria, Villarreal, Richard, Wright, Robin
School: The University of Texas at San Antonio
Department: Educational Leadership & Policy Studies
School Location: United States -- Texas
Source: MAI 47/03M, Masters Abstracts International
Source Type: DISSERTATION
Subjects: Adult education, Teacher education, Curriculum development
Keywords: Adult learning, Facilitator preparation, PA, PBL, Physician assistant, Problem-based learning
Publication Number: 1460037
ISBN: 978-0-549-91873-8
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