Moore Jenny
School of Nursing and Midwifery, Faculty of Health, University of East Anglia, United Kingdom.
Nurse Educ Today. 2009 Feb;29(2):150-6. doi: 10.1016/j.nedt.2008.08.004. Epub 2008 Sep 14.
Although the concept and practice of problem-based learning (PBL) has been explored extensively in different arenas, the perspective of the lecturer as facilitator has not featured prominently in these discussions. There has been relatively little attention focused on lecturers' personal pedagogical values and beliefs and how these interact with the discourse and rhetoric of problem-based learning. The aim of this study therefore was to explore the role of lecturer as facilitator within a PBL context. Using a grounded theory methodology, 12 problem-based seminars in a pre-registration nursing programme were observed and the lecturers then interviewed, using the method of semi-structured interviews. This work demonstrated that there were differences in interpretation and application of the role of facilitator by lecturers, and this was mainly dependent upon their personal pedagogical beliefs and values. This study has highlighted that there is a need for further debate about the gap between rhetoric and reality in PBL and the need for a more consistent approach to facilitation by lecturers undertaking this role.
尽管基于问题的学习（PBL）的概念和实践已在不同领域得到广泛探讨，但讲师作为促进者的视角在这些讨论中并未占据显著地位。相对而言，很少有人关注讲师个人的教学价值观和信念，以及它们如何与基于问题的学习的话语和修辞相互作用。因此，本研究的目的是探讨讲师在PBL背景下作为促进者的角色。采用扎根理论方法，观察了一个预注册护理项目中的12次基于问题的研讨会，并随后使用半结构化访谈方法对讲师进行了访谈。这项工作表明，讲师对促进者角色的解释和应用存在差异，这主要取决于他们个人的教学信念和价值观。本研究强调，有必要就PBL中言辞与现实之间的差距展开进一步辩论，以及承担这一角色的讲师需要采取更一致的促进方法。
