Cultivating problem-solving skills through problem-based approaches to professional development

✍ Scribed by Margaret C. Lohman

• Publisher: John Wiley and Sons
• Year: 2002
• Tongue: English
• Weight: 122 KB
• Volume: 13
• Category: Article
• ISSN: 1044-8004
• DOI: 10.1002/hrdq.1029

✦ Synopsis

Abstract

An extensive literature review was conducted of four problem‐based approaches to professional
development: (1) case study, (2) goal‐based scenario, (3)
problem‐based learning, and (4) action learning. The review comparatively analyzed the training
designs of these four approaches and found key differences in the nature of their case problems and training
strategies. Specifically, the analysis found that case problems are ill structured in action learning and
problem‐based learning, are moderately structured in a goal‐based scenario, and are fairly well
structured in the case study approach. In addition, it was found that prototypical problems are used to a much
greater extent in the problem‐based learning and goal‐based scenario approaches than they are in
the other two approaches. Furthermore, the analysis found that the case study approach uses the most
expert‐oriented training strategy, the goal‐based scenario approach uses a more
learner‐oriented strategy than the case study approach, and the problem‐based learning and action
learning approaches use strongly learner‐oriented strategies. These design differences suggest that the
case study and goal‐based scenario approaches are more likely to result in single‐loop learning and
to foster the ability to solve well‐structured problems, whereas the problem‐based learning and
action learning approaches are more likely to lead to double‐loop learning and to promote the ability to
solve ill‐structured problems. Implications of these findings for the design and research of
problem‐based approaches to professional development are discussed.