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Problem-based learning: Student learning experiences and outcomes

journal contribution
posted on 2023-05-19, 13:46 authored by Michael ProsserMichael Prosser, Sze, D
The aim of this article is to examine processes occurring within problem-based learning (PBL) courses (inside the black box) by contrasting these processes with outcome-based studies (from outside the black box). We review meta-analyses of input–output studies of PBL in comparison with traditional approaches and provide a summary of qualitative, phenomenographic and factor analytic analyses of student experiences when studying health sciences (dentistry and medicine) using PBL curricula. Results from metaanalyses showed PBL courses were preferred for the long-term retention of course content, short-term retention involving elaboration of new information and the application of clinical skills and reasoning. Traditional approaches were favoured for short-term retention of course content that did not require any elaboration. The qualitative studies reveal a diversity of student views about the concept of PBL pedagogy and approaches to learning in PBL curricula. They show that the ways in which students approach their studies in PBL in health sciences are closely related to how they conceive of PBL and that these dimensions are closely related to how the goals and standards of PBL courses are perceived.

History

Publication title

Clinical Linguistics and Phonetics

Volume

28

Issue

1-2

Pagination

131-142

ISSN

0269-9206

Department/School

Faculty of Education

Publisher

Taylor & Francis Ltd

Place of publication

United Kingdom

Rights statement

Copyright 2014 Informa UK Ltd.

Repository Status

  • Restricted

Socio-economic Objectives

Pedagogy

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