When preparing for leading problem-based learning groups, did I... carefully select or create appropriate/relevant/compelling cases to use? choose cases/problems that are appropriate to the program goals and the learners' needs? formulate the case to include the human dimensions and social context of the problem? select or create appropriate resources to use for presenting the case/problem? arrange for other needed resources? do the reading and pursue other steps that I needed as part of my preparation? When introducing the learners to problem-based learning, did I... gather "diagnostic" information about their prior experiences and expectations? help the learners understand the rationale for PBL, if necessary? explain the process, and our respective roles and responsibilities? discuss how the group will make decisions? During the problem-based learning groups, did I... help the learners present their problems in engaging, sequential ways? help the learners elicit and identify significant facts, & generate hypotheses, ideas, issues? encourage learners to identify and share what they already know? help learners do their own thinking and learning, and identify their learning issues? summarize and synthesize, or encourage the learners to do so, as needed? help the learners decide which learning issues to pursue, and how? invite reflection on the session's process and guide planning for the next session? help the learners become increasingly adept at helping each other? help the learners integrate and apply what they learned? monitor and facilitate the flow of the session? create an environment in which the learners feel they can take risks? steadily shift responsibility for the group to the learners? help the learners bring closure to each case in a reasonably timely fashion?