5/31/2023 0 Comments World cafe internationalIt will explore ideas such as the post-colonial legacies of research for Indigenous people and the emergence of a generation of Indigenous researchers and how this has impacted on the choices being made around research and in particular research methodologies. This paper will seek to locate an appropriate methodological approach for a Doctoral study within this discourse. For researchers working within an Indigenous domain, it is important to recognize the historical legacy left by researchers of the past as well as the impact of a new generation of Indigenous researchers who are speaking back to the Academy about emerging Indigenous research paradigms. This paper will examine questions and considerations regarding research design and methodology. Integrating a scaffolded, theoretically sound educational approach to introduce students to the PBL pedagogy improves students' self-assessed PBL skills but not professional behavior. Self-assessment scores did not correlate with facilitator assessment of student performance in a small group. There was no improvement in self-assessed professional behaviors. Self-assessment of PBL skills increased significantly. Self-assessment scores were compared with facilitator evaluations of student performance to determine reliability of self-assessment results.Įighty-eight students completed both self-assessments (93.6% response rate). The self-assessment contained items related to PBL skills and professional behaviors. A student self-assessment was administered at two time points throughout the course. This introductory PBL course was developed using educational philosophies to scaffold student learning of the pedagogy and development of PBL skills. Development of PBL skills and professional behavior were evaluated using student self-assessment throughout the course. We describe the theoretical framework for course development, including the educational philosophies informing the course design. We aim to describe the development and implementation of an introductory PBL course for first-year pharmacy students. Structured, complex pedagogies such as problem-based learning (PBL) may require rigorous training for students to be successful. There has been an increased use of active learning pedagogies in pharmacy curricula. The authors identify three aspects of the implementation process of PBL in HEIs that can be facilitated through the World Café technique: (1) understanding the principles of PBL through engaging in a constructive dialogue, (2) fostering critical reflections about teaching and learning practises, and (3) changing the organisational culture by promoting collective sense-making and the construction of meaning. We confront the results of the Citylab World Café with the challenges identified in the literature. This article presents the World Café technique as a participatory method to identify and overcome some of the challenges when implementing a PBL approach. Therefore, introducing PBL as an important innovation faces problems of conservatism, institutional inertia, path dependency, lack of knowhow and knowledge among teachers, poor institutional support, and poor connection with societal and economic actors. Once a university is not designed from the beginning to insert this type of pedagogy, it is difficult to promote a change of this nature if the institution is committed to a more traditional pedagogical approach. It requires changes for teachers, students, institutional management, and even the physical learning environment. Shifting from a traditional lecture-based teaching approach to a student-centred approach, such as Problem-Based Learning (PBL), demands significant changes in Higher Educational Institutions (HEIs).
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