Edinburgh Napier University: ENroute Yearbook 2018 Edition - Page 17

ENroute Yearbook 2017-18 Problem-based Learning as a Teaching Strategy Katarzyna Siemienowicz, School of Applied Sciences, Associate Fellow My teaching journey started during my postgraduate studies, and since then I have had numerous teaching opportunities. I was responsible for laboratory skills training and direct supervision of BSc and MSc research students and I have also worked as laboratory demonstrator. For the last two years of my PhD training I worked as a problem-based learning (PBL) facilitator with first- and second-year medical students. PBL sessions consists of a series of two weekly meetings in which students work through increasingly complex scenarios in a clinical context which act as stimulus for learning through using appropriate questioning. Student- centred PBL meetings are designed to promote problem solving, intrinsic motivation, self-directed learning and good study habits. My role as a PBL facilitator was to supervise and guide students through a process resulting in identification of learning issues and enabling them to learn at an appropriate depth as well as encouraging students to think critically, motivating them and promoting student’s interaction as a group. During those two years as PBL facilitator I worked hard to develop numerous skills which helped me to perform my facilitator role efficiently. Although, I had some previous teaching experience, this new role proved to be very different and challenging but also very rewarding. PBL experience informed my present teaching practice. I currently hold my first post-doctoral research post at the Edinburgh Napier University. As part of my role as research fellow I supervise, train and mentor undergraduate and postgraduate research students in our lab group. My main teaching aims are to assist students in expanding their intellectual potential, growing their critical thinking and analytical skills, advancing their practical abilities, and to encourage their personal development and confidence thus preparing them to be future independent scholars. I am trying to accomplish that by sharing my enthusiasm for science and engaging students with active research, encouraging them to formulate their own research questions and overseeing their own learning, but also giving them space to grow and letting them spread their ‘research wings’. 15