Testimonios From Problem-Based Learning

• In Event: Challeges in Schools: Race, Class, and Gender Perspectives

Abstract

This study investigates the testimonios (Delgado Bernal, Burciaga, & Flores Cardona, 2012) of nurse practitioners, physicians, educational psychologists, and a pharmacist from an interprofessional advance clinical residency nursing course that implements problem-based learning (PBL). Through testimonio, I examine the participants’ epistemic authority—in the form of community cultural wealth in the form of community cultural wealth (Yosso, 2006), funds of knowledge (Moll et al, 2005), and Black feminist epistemology (Collins, 1991)—and their identities. The outcomes have implications regarding how to challenge and transform the apparent internal coherence of PBL’s learning environment where power relations configure the dynamics of collaboration and self-directed learning.

Author

• Leticia Burbano De Lara, Kansas State University