Document Type : Letter to Editor
Abstract
Learning based on problem based learning is a student-centered learning method that, if students participate, leads to deeper learning of the content of basic sciences and clinical sciences in a field, learning and improving skills such as clinical reasoning, teamwork, problem based learning, critical thinking, lifelong learning, leadership and communication and social skills.
Since the basis of learning based on problem solving is the student, therefore, during the course of education, the teacher plays an indirect role, which is different from the usual role of teachers, and this in some cases leads to challenges in the implementation of learning based on problem solving. In this article, I attempt will be made to address the various aspects of the expectations of the teacher as a facilitator during the implementation of the problem-based learning method.
Learning based on problem based learning is a student-centered learning method that, if students participate, leads to deeper learning of the content of basic sciences and clinical sciences in a field, learning and improving skills such as clinical reasoning, teamwork, problem based learning, critical thinking, lifelong learning, leadership and communication and social skills.
Since the basis of learning based on problem solving is the student, therefore, during the course of education, the teacher plays an indirect role, which is different from the usual role of teachers, and this in some cases leads to challenges in the implementation of learning based on problem solving. In this article, I attempt will be made to address the various aspects of the expectations of the teacher as a facilitator during the implementation of the problem-based learning method.
Learning based on problem based learning is a student-centered learning method that, if students participate, leads to deeper learning of the content of basic sciences and clinical sciences in a field,
problem based learning
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