![]() ![]() ![]() The self-assessment contained items related to PBL skills and professional behaviors. A student self-assessment was administered at two time points throughout the course. This introductory PBL course was developed using educational philosophies to scaffold student learning of the pedagogy and development of PBL skills. Development of PBL skills and professional behavior were evaluated using student self-assessment throughout the course. We describe the theoretical framework for course development, including the educational philosophies informing the course design. We aim to describe the development and implementation of an introductory PBL course for first-year pharmacy students. Structured, complex pedagogies such as problem-based learning (PBL) may require rigorous training for students to be successful. There has been an increased use of active learning pedagogies in pharmacy curricula. The authors identify three aspects of the implementation process of PBL in HEIs that can be facilitated through the World Café technique: (1) understanding the principles of PBL through engaging in a constructive dialogue, (2) fostering critical reflections about teaching and learning practises, and (3) changing the organisational culture by promoting collective sense-making and the construction of meaning. We confront the results of the Citylab World Café with the challenges identified in the literature. This article presents the World Café technique as a participatory method to identify and overcome some of the challenges when implementing a PBL approach. Therefore, introducing PBL as an important innovation faces problems of conservatism, institutional inertia, path dependency, lack of knowhow and knowledge among teachers, poor institutional support, and poor connection with societal and economic actors. Once a university is not designed from the beginning to insert this type of pedagogy, it is difficult to promote a change of this nature if the institution is committed to a more traditional pedagogical approach. It requires changes for teachers, students, institutional management, and even the physical learning environment. To learn more about this metaphor, see the Central Garden.Shifting from a traditional lecture-based teaching approach to a student-centred approach, such as Problem-Based Learning (PBL), demands significant changes in Higher Educational Institutions (HEIs). ![]() The World Cafe is one doorway in a larger “central garden” of participatory practitioners. As a group, they serve to fulfill the legal requirements of a World Cafe Community Foundation “board”, and help steward the international World Café community. The World Café Stewardship Council is made up of an international and inter-generational set of long-time World Cafe hosts & emeritus members. This website is a publication of the World Café Community Foundation. The Foundation is responsible for ensuring the ongoing accessibility, integrity, vitality, and evolution of the World Café as a vehicle for social innovation and positive change. The World Café Community Foundation (TWCCF)Īs a 501 (c) 3, the mission of The World Café Community Foundation is to transform the world for the benefit of all Life through convening and supporting collaborative conversation world-wide. Based on the understanding that conversation is the core process that drives personal, business, and organizational life, the World Café is more than a method, a process, or technique – it’s a way of thinking and being together sourced in a philosophy of conversational leadership. Using seven design principles and a simple method, the World Café is a powerful social technology for engaging people in conversations that matter, offering an effective antidote to the fast-paced fragmentation and lack of connection in today’s world. ![]()
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