Supporting students’ transition to university and Problem-Based Learning

Research output: Contribution to journalArticleResearchpeer-review

5 Citations (Scopus)

Abstract

Although originally designed as a pedagogical approach in graduate-entry medicine, problem-based learning (PBL) has been widely implemented in undergraduate medical, science and social sciences programmes. Although it is generally acknowledged that support is required for learners new to PBL, this has not been well-described for undergraduate programmes, leaving some students feeling out of their depth. In this submission, we offer a number of broad considerations and practical suggestions to support learners’ transition to PBL and to university. This support is particularly important in a higher education landscape of learner-centeredness and social accountability in a globalising world of increasing learner diversity.
Original languageEnglish
Pages (from-to)353-361
Number of pages9
Journal Medical Science Educator
Volume27
Issue number2
Early online date13 Feb 2017
DOIs
Publication statusPublished - Jun 2017

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Problem-Based Learning
Students
university
learning
Social Sciences
student
Social Responsibility
Emotions
social science
graduate
Medicine
medicine
Education
responsibility
science
education

Cite this

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Supporting students’ transition to university and Problem-Based Learning. / Moro, Christian; McLean, Michelle .

In: Medical Science Educator, Vol. 27, No. 2, 06.2017, p. 353-361.

Research output: Contribution to journalArticleResearchpeer-review

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