PBL継続事例における持続要因の検討 --新潟大学歯学部の事例をもとに--

Abstract

Problem-Based Learning (PBL) is an effective pedagogical approach that leads to the acquiring of higher-order integrative abilities, such as problem-solving abilities, through integrated learning for problem solving. On the other hand, there have been cases where the introduction of PBL was not enough to deal with issues that arose in practice, and continuous implementation of PBL was abandoned. Thus, the purpose of this study is to investigate the sustaining factors of PBL in a case study of continuing PBL. As our main research method, we used an interview survey of the Niigata University Faculty of Dentistry, which participated in continuing PBL. To expand the scope of study to include not only curriculum development, but also the PBL management, the survey results were organized using the following frameworks: “Curriculum Relevance, ” “Collaborative Support for Curriculum, ” “Correspondence between Curriculum and Management, ” and “Coordination with the Outside World.” At the Niigata University Faculty of Dentistry, assessment experts joined the field, and high-quality assessments corresponding to educational goals been developed and implemented. In addition, core members were assigned to PBL-related courses, and an organizational structure with a middle leader was adopted. From the analysis, and considering the survey results, it is suggested that it is especially important to reduce the burden of teachers and to realize the effect of education as a sustaining PBL factor.