Problem-based learning

Problem Based Learning (PBL) is a key educational approach used throughout the Program. It underlies the curriculum structure and learning experiences of students in a number of ways. Not only does it integrate curriculum content through the presentation of patient 'problems', but also provides the context for students to develop their clinical reasoning skills; and a springboard for collaborative self directed learning. Its use is consistent with recent theories of learning and cognition which are shifting the emphasis on 'individual thinkers and their isolated minds...(towards) an emphasis on the social nature of cognition and meaning'. Theory of situated cognition or situated learning offers a base for developing instructional resources that are more aligned with the realities of professional practice - 'the notion of learning knowledge and skills in contexts that reflect the way the knowledge will be useful in real life'.

The following characteristics of a situated learning environment have guided the design of PBL throughout the Program and provide:

• authentic contexts that reflect the way the knowledge will be used in real life
• authentic activities
• access to expert performances and the modelling of processes
• multiple roles and perspectives
• support for the collaborative construction of knowledge
• time for reflection to enable abstractions to be formed
• articulation to enable tacit knowledge to be made explicit
• coaching and scaffolding by the teacher at critical times
• for authentic assessment of learning within the tasks.

In Years 1 and 2, on-line resources, delivered through the Program’s intranet, support Program goals by giving students access to the key tutorial materials needed to motivate and support their clinical reasoning during the problem week, both during their three, ninety minute PBL tutorials each week; and during their related self directed learning. The problem web page also provides specific, faculty written starting points for independent learning, as well as access to a wide range of other learning opportunities.

The design of these web pages and the materials they present is specifically tailored to meet the needs of the clinical reasoning model (Neame 1989) being used by students to arrive at diagnostic and management decisions during PBL tutorial activity and self directed learning.