Ebook: Problem-Based Learning in Clinical Education: The Next Generation

Developed in the context of health sciences education in the late 1960s, problem-based learning (PBL) is now widely deployed as an education methodology. Its problem-solving, collaborative, student-centred ethos is seen as a more appropriate system of pedagogy than earlier ‘chalk-and-talk’ modes. Focusing on its use in clinical education, this collection of recent scholarship on PBL examines the ways in which PBL is both conceived and implemented in clinical education. The work has a dual emphasis, research-driven on the one hand, while on the other assessing new methodologies to explore how problem-based curricula support the achievement of students’ learning outcomes in the context of clinical education.

The chapters draw on studies that explore PBL both theoretically and empirically. The volume’s eclecticism capitalises on the growing body of empirical research into PBL evaluations. It balances this with studies analysing the relatively new area of discourse-based research on PBL-in-action, whose focus has been to interrogate the ‘how’ of student learning in curricula with PBL content.This publication will be of interest to clinical teachers, curriculum designers and those interested in innovations in the scholarship of teaching and learning in PBL curricula.

Developed in the context of health sciences education in the late 1960s, problem-based learning (PBL) is now widely deployed as an education methodology. Its problem-solving, collaborative, student-centred ethos is seen as a more appropriate system of pedagogy than earlier ‘chalk-and-talk’ modes. Focusing on its use in clinical education, this collection of recent scholarship on PBL examines the ways in which PBL is both conceived and implemented in clinical education. The work has a dual emphasis, research-driven on the one hand, while on the other assessing new methodologies to explore how problem-based curricula support the achievement of students’ learning outcomes in the context of clinical education.

The chapters draw on studies that explore PBL both theoretically and empirically. The volume’s eclecticism capitalises on the growing body of empirical research into PBL evaluations. It balances this with studies analysing the relatively new area of discourse-based research on PBL-in-action, whose focus has been to interrogate the ‘how’ of student learning in curricula with PBL content.This publication will be of interest to clinical teachers, curriculum designers and those interested in innovations in the scholarship of teaching and learning in PBL curricula.

Developed in the context of health sciences education in the late 1960s, problem-based learning (PBL) is now widely deployed as an education methodology. Its problem-solving, collaborative, student-centred ethos is seen as a more appropriate system of pedagogy than earlier ‘chalk-and-talk’ modes. Focusing on its use in clinical education, this collection of recent scholarship on PBL examines the ways in which PBL is both conceived and implemented in clinical education. The work has a dual emphasis, research-driven on the one hand, while on the other assessing new methodologies to explore how problem-based curricula support the achievement of students’ learning outcomes in the context of clinical education.

The chapters draw on studies that explore PBL both theoretically and empirically. The volume’s eclecticism capitalises on the growing body of empirical research into PBL evaluations. It balances this with studies analysing the relatively new area of discourse-based research on PBL-in-action, whose focus has been to interrogate the ‘how’ of student learning in curricula with PBL content.This publication will be of interest to clinical teachers, curriculum designers and those interested in innovations in the scholarship of teaching and learning in PBL curricula.

Content:
Front Matter....Pages i-xxv
Front Matter....Pages 1-1
Learning Theories and Problem-Based Learning....Pages 3-17
Front Matter....Pages 19-19
A Backward Glance, the Forward Gaze: Evaluation in Problem-Based Courses....Pages 21-34
Comparisons in Basic Science Learning Outcomes Between Students in PBL and Traditional Dental Curricula at the Same Dental School....Pages 35-46
Experiences from Two Swedish Speech and Language Pathology Education Programmes Using Different Approaches to Problem-Based Learning....Pages 47-58
The Influence of Two PBL Curricular Contexts on First-Year Students’ Understandings of PBL, Approaches to Learning and Outcomes....Pages 59-80
Learning Styles and Academic Outcomes: A Longitudinal Study on the Impact of a Problem-Based Learning Curriculum....Pages 81-95
Front Matter....Pages 97-97
Multimodality in Problem-Based Learning (PBL): An Interactional Ethnography....Pages 99-120
The Changing Face of Problem-Based Learning: Social Networking and Interprofessional Collaboration....Pages 121-137
Effects of Video Triggers on the PBL Process....Pages 139-150
Front Matter....Pages 151-151
Japanese First-Year PBL Students’ Learning Processes: A Classroom Discourse Analysis....Pages 153-170
Sounds of Silence: Examining Silence in Problem-Based Learning (PBL) in Asia....Pages 171-188
Getting on with Each Other: PBL Group Dynamics and Function....Pages 189-205
PBL Tutorials in a Hybrid Curriculum: Opportunities and Challenges....Pages 207-222
Front Matter....Pages 223-223
The Next Generation: Research Directions in PBL....Pages 225-231
Back Matter....Pages 233-251