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عنوان فارسی مقاله:

بهترین راه برای پیشرفت مدیران جدید چیست؟ یادگیری مبتنی بر مشکل در مقابل آموزش مبتنی بر سخنرانی

عنوان انگلیسی مقاله:

What is the best way to develop new managers? Problembased leaing vs. lecture-based instruction

سال انتشار : 2016

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بخشی از مقاله انگلیسی:

2. What is the evidence in support of problem-based leaing?

Very little has actually been done looking at the effectiveness of problem-based leaing, particularly in the management classroom. A bit more has been done looking at the effectiveness of problem-based leaing in the medical school classroom. But even here there is a dearth of studies directly comparing leaing outcomes of problem-based leaing and traditional, lecture-based instruction. Although the medical school classroom, with its quite different disciplinary focus and significant consequences for failure, might be considered a poor analog for pedagogy in the management classroom, Sherwood (2004, Carriger, 2015) notes a level of similarity in the processes of education that makes the analog potentially useful. Within the medical school curriculum problem-based leaing emerged as a way to address apathy and boredom that can arise in medical school students historically exposed to a memorization and repetition approach to medical education (Newman, 2005). Additionally, in the medical school pedagogy problem-based leaing has been conceived of as bridging the gap between medical theory and medical practice (Sherwood, 2004). Both issues may be relevant within the management classroom: need for engaging pedagogy and bridging the gap between theory and practice. But, perhaps more importantly, the medical school curriculum and the management curriculum have two important similarities (Sherwood, 2004), in both settings solving problems are at the center of the education and in both settings the ultimate leaing outcome is the development of professionally useful knowledge, the development of problem solving or reasoning skills, the development of a self-directed leaing attitude, and fostering a collaborative leaing environment (Sherwood, 2004). However, the stakes and disciplines involved do differ. For example, educational outcomes in a medical school setting have real life and death consequences, which are not present in the management classroom, and the process of education with regards to the ready availability of real-world problems and rapid feedback differ. Which suggests that the promise of problem-based leaing in the medical school classroom may not inform the use of the problem-based leaing in the management classroom. This highlights the need to directly assess that promise in the management classroom.

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کلمات کلیدی:

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