Figure 1.1. Bloom's taxonomy of educational objectives: Major categories in the cognitive domain.

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Figure 1.2. Bloom's taxonomy of educational objectives: Major categories in the affective domain.

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Figure 1.3. Bloom's taxonomy of educational objectives: Major categories in the psychomotor domain.

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Figure 1.4. Kolb's experiential learning model.

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Figure 1.5. The natural maturation toward self-direction.

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Figure 1.6. Grow's stages in learning autonomy.

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Figure 1.7. Kolb's experiential learning cycle and classroom activities.

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Figure 1.8. Kolb's experiential learning strategies.

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Figure 1.9. Characteristics and skills of motivating instructors.

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Figure 1.10. Andragogy in practice.

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Figure 1.11. Assumptions, values, and beliefs about adult learners.

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Figure 2.1. Research design and methodology.

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Figure 2.2. Problem-based learning assessment—Grading rubric.

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Figure 3.1. Control group: Posttraining questionnaire—Thematic and categorical responses: Institutional and instructional philosophy.

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Figure 3.2. Experimental group: Posttraining questionnaire—Thematic and categorical responses: Institutional and instructional philosophy.

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Figure 3.3. Control group: Posttraining questionnaire—Thematic and categorical responses: Affective variables.

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Figure 3.4. Experimental group: Posttraining questionnaire—Thematic and categorical responses: Affective variables.

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Figure 3.5. Control group: Posttraining questionnaire—Thematic and categorical responses: Self-concept and self-directedness.

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Figure 3.6. Experimental group: Posttraining questionnaire—Thematic and categorical responses: Self-concept and self-directedness.

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Figure 3.7. Control group: Posttraining questionnaire—Thematic and categorical responses: Integration and facilitation of curriculum.

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Figure 3.8. Experimental group: Posttraining questionnaire—Thematic and categorical responses: Integration and facilitation of curriculum.

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Figure 3.9. Control group: Posttraining questionnaire—Thematic and categorical responses: Facilitation of experiential learning.

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Figure 3.10. Experimental group: Posttraining questionnaire—Thematic and categorical responses: Facilitation of experiential learning.

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Figure 3.11. Control group: Posttraining questionnaire—Thematic and categorical responses: Stress and discipline.

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Figure 3.12. Experimental group: Posttraining questionnaire—Thematic and categorical responses: Stress and discipline.

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Figure 3.13. Sample demographic characteristics aggregated by study groups.

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Figure 3.14. Descriptive statistics: Pre- and posttest questionnaires' results.

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Figure 3.15. Descriptive statistics: Training and preparation.

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Figure 3.16. Descriptive statistics: Problem-based learning assessment.

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Figure 3.17. Descriptive statistics: Pretraining questionnaire response.

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Figure 3.18. Descriptive statistics: Posttraining questionnaire response.

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Figure 4.1. Kolb's experiential learning model.

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