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.
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