Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito

Saggi e ricerche

V. 7 N. 2 (2022): Enhancing faculty development processes through innovative didactics promoted by communities of practice

Could Faculty Development Initiatives Like Workshops and Community of Practice Favour the Introduction of a Problem-based Approach in Higher Education? A Case Study

12 dicembre 2022


This article is dedicated to evaluating the impact of Faculty Development for the introduction of Problem Based Education in higher education. A bachelor’s science degree program in Animal Care at the University of Padua has decided to introduce Problem Based Learning in an entire semester, as a first propaedeutic attempt at transforming the entire educational pathway. The transformation process was made possible by several elements: a Faculty Development program that allowed teachers to approach the PBL method and the creation of a Community of Practice (CoP) among the teachers. A preliminary evaluation of the impact of the Faculty Development program was conducted and the article describes some results: Faculty Development initiatives were effective, participants learned meaningfully, and enjoyed formal and in group training activities. Participants increased their motivation to teach according to the PBL approach for an entire semester. Participants were also motivated to create some Faculty Learning Communities (FLC), a special type of CoP in which Faculty members learn informally in group.

Riferimenti bibliografici

  1. Albanese, M. A., & Mitchell, S. (1993). Problem-based learning: a review of literature on its outcomes and implementation issues. Academic Medicine: Journal of the Association of American Medical Colleges, 68.1, 52-81. Doi: 10.1097/00001888-199301000-00012.
  2. Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. Springer.
  3. Charlier, B., & Lambert, M. (2020). Evaluating the effects of faculty development: Theoretical framework and empirical implementation. International Journal for Academic Development, 25.2, 162-175. Doi: 10.1080/1360144X.2019.1659798.
  4. Cox M.D. (2004) Introduction to faculty learning communities. In: M.D. Cox. New directions for teaching and learning, 97, (pp. 5-23). Wiley periodicals, Inc.
  5. Des Marchais, J.E. (2001). Learning to become a physician at Sherbrooke. A full switch to a student-centered MD program. Maastricht: Network Publications.
  6. Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston, MA: D.C. Heath & Co Publishers.
  7. Eble, K.E., & McKeachie, W.J. (1985) Improving Undergraduate Education through Faculty Development. An Analysis of Effective Programs and Practices. Jossey-Bass Inc., Publishers.
  8. Fernandez, N., & Audétat, M.-C. (2019). Faculty development program evaluation: A need to embrace complexity. Advances in Medical Education and Practice, 10, 191-199. Doi: 10.2147/AMEP.S188164.
  9. Gover, A., Loukkola, T., & Peterbauer, H. (2019). Student-centered learning: approaches to quality assurance. European University Association.
  10. Grover, R. C., Kenda S., & Walters, R. (2016). Exploring faculty preferences for mode of delivery for professional development initiatives. Online Journal of Distance Learning Administration, 19.1.
  11. Jacobs, J. C. G., Van Luijk, S. J., Van Berkel, H., Van der Vleuten, C. P. M., Croiset, G., & Scheele, F. (2012). Development of an instrument (the COLT) to measure conceptions on learning and teaching of teachers, in student-centred medical education. Medical Teacher, 34.7, e483-e491. Doi: 10.3109/0142159X.2012.668630.
  12. Lotti, A. (2018) Problem-Based Learning Apprendere per problemi a scuola: Guida al PBL per l’insegnante. Milano: FrancoAngeli.
  13. Rampoldi, M. (2021). Didattica innovativa e percezione dei docenti il COLT Project nelle scuole di medicina. PhD Thesis, University Milano-Bicocca, Milan.
  14. Ranieri, M., Raffaghelli, J. E., & Bruni, I. (2019). Il progetto DIDeL tra efficacia formativa e prospettive di sviluppo. In P. Federighi, M. Ranieri, & G. Bandini (Eds.). Digital Scholarship tra Ricerca e Didattica. Studi, Ricerche, Esperienze. (pp. 147-161). Milano: FrancoAngeli.
  15. Schreurs, M.L., Huveneers, W., & Dolmans, D. (2016). Communities of teaching practice in the workplace: Evaluation of a faculty development program. Medical Teacher, 38.8, 808-14.
  16. Snell, L. (2014) Faculty Development for Curriculum Change: towards competency-based teaching and assessment. In: Y. Steinert (ed.) Faculty Development in health professions. A focus on research and practice (pp. 265-285). Springer.
  17. Steinert, Y. (2010). How to design and conduct effective workshops. In: K.M. Skeff, & G.A. Stratos, Methods for teaching medicine (pp. 89-117). ACP Teaching Medicine Series. ACP Press, American College of Physicians.
  18. Steinert, Y. (ed.) (2014). Faculty Development in health professions. A focus on research and practice. Springer.
  19. Steinert, Y. (2020). Faculty development: From rubies to oak. Medical Teacher, 42.4, 429-435. Doi: 10.1080/0142159X.2019.1688769.
  20. Steinert, Y., Mann, K., Anderson, B., Barnett, B. M., Centeno, A., Naismith, L., Prideaux, D., Spencer, J., Tullo, E., Viggiano, T., Ward, H., & Dolmans, D. (2016). A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Medical teacher, 38.8, 769-786. Doi: 10.1080/0142159X.2016.1181851.
  21. Steinert, Y., Mann, K., Centeno, A., Dolmans, D., Spencer, J., Gelula, M., & Prideaux, D. (2006). A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Medical teacher, 28.6, 497-526. Doi: 10.1080/01421590600902976.
  22. Tsoh, J. Y., Kuo, A. K., Barr, J. W., Whitcanack, L., Merry, I., Alldredge, B. K., & Azzam, A. N. (2019). Developing faculty leadership from ‘within’: A 12-year reflection from an internal faculty leadership development program of an academic health sciences center. Medical Education Online, 24.1, 1567239. Doi: 10.1080/10872981.2019.1567239.
  23. Wenger, E. (1998). Communities of Practice, Learning, Meaning and Identity. Cambridge University Press. (Tr. it. Comunità di Pratica. Apprendimento, significato e identità) Raffaello Cortina editore, 2006.


Caricamento metriche ...