Generic skills development in undergraduate medical studies in a PBL programme

Dataset

Description

In May 2013, Bond’s School of Medicine will implement its new undergraduate medical programme with approximately 80% of the cohort entering the program directly from school. To guide the development of these students and consistent with the thinking of Taylor and Miflin (2008), a framework of evolving PBL has been designed for the first two “preclinical” years of the programme. Semesters 1 and 2 (Year 1) are guided, with a weekly third PBL session dedicated to developing key skills (e.g. information literacy, group work, numeracy, self-management, problem solving and reasoning), contextualised within the discovery learning process guided by the PBL case. In Year 2, (Semesters 3-5), PBL will be more authentic with learners now using and further developing their Year 1 foundational skills. For example, there will be a shift in emphasis to leadership, critical reasoning and self-care. Facilitators will be trained specifically for their role as cognitive guides and coaches. This study will evaluate students’ skill development over the study period and their self-directed learning ability. It will also evaluate facilitators’ student and facilitator perceptions of the program.

The data are in SPSS and NVIVO format.
Date made available2012
PublisherBond University
Date of data production2012

Cite this

McLean, M. M. (Creator), Hamlin, G. P. (Creator), Crane, L. H. (Creator). (2012). Generic skills development in undergraduate medical studies in a PBL programme. Bond University. 10.4225/57/58ad30c484355