Stes, A., De Maeyer, S., Gijbels, D., & Van Petegem, P. (2013). Effects of Teachers’ Instructional Development on Students’ Study Approaches in Higher Education. Studies in Higher Education, 38, 2-19.
http://dx.doi.org/10.1080/03075079.2011.562976

has been cited by the following article:

• TITLE: Measuring the Effectiveness of Faculty Facilitation Training in Problem-Based Learning in a Medical School

  AUTHORS: Teresa Paslawski, Ramona Kearney, Jonathan White

  KEYWORDS: Facilitator Training; Kirkpatrick Levels; Medical Education; Problem-Based Learning; Program Assessment; Revised Study Process Questionnaire (SPQ); Self-Directed Learning Readiness Scale (SDLRS); Teaching Styles Inventory (TSI)

  JOURNAL NAME: Creative Education, Vol.5 No.4, March 12, 2014

  ABSTRACT: This study examined the effectiveness of a faculty training program for problem-based learning (PBL) facilitation. A multi-level approach was used, following Kirkpatrick’s levels for assessing training effectiveness. Data were obtained from (1) tutor training workshop evaluations, (2) a survey of tutors’ attitudes and beliefs, (3) changes in tutors’ perceptions of their teaching styles through pre- and post-testing using the Teaching Styles Inventory (TSI), (4) changes in student attitudes and self-perceptions of their learning styles through pre- and post-testing using the Self-directed Learning Readiness Scale (SDLRS) and the revised Study Process Questionnaire (SPQ). The authors contend that measures were obtained for Kirkpatrick levels 1, 2, and 4 (Reaction, Learning, and Results, respectively) but that no measure of Kirkpatrick level 3 was completed. Overall, it was concluded that the training program was successful as measured at Kirkpatrick level 1 but was equivocally successful as assessed at higher levels in Kirkpatrick’s model. In addition to drawing conclusions regarding the training program for facilitators in PBL, limitations and challenges associated with assessment at each level are highlighted.