Study of Problem-Based Learning Instructors' Pedagogic Beliefs: A Pilot Study

• In Event: Issues in Faculty Development

Abstract

The purpose of this pilot study was to explore the development of a robust method to comparatively explore the ontological and epistemological views of Problem-based Learning (PBL) instructors across various dental programs, and how their views may influence instructional practices. Survey and focus group were used to collect data. The findings of our pilot study, revealed disconnect between instructors’ reported views of knowledge and pedagogy. Such dissonance between beliefs about knowledge and pedagogical practice may impede the implementation of a curriculum based on PBL pedagogy. We conclude that (i) the degree of tolerance toward uncertainty in knowledge, and (ii) the perception toward one’s own profession could form the basis of a large-scale, comparative epistemological and ontological study of dental PBL-instructors.

Authors

• HsingChi von Bergmann, The University of British Columbia

• Judith Marianne Walker, The University of British Columbia

• Kirsten Dalrymple, Imperial College London

• Charles F Shuler, The University of British Columbia