Communicating in problem-based learning classes

Stephen Loftus, Rola Ajjawi, Sarah Hyde

Research output: Book chapter/Published conference paperChapter in textbook/reference book

Abstract

Problem-based learning (PBL) is increasingly being implemented in health sciences curricula. The focus in this chapter is on PBL programs where clinical problem-solving is a part of professional practice. The general strategies described in this chapter are also applicable to PBL tutorials in other professional education courses. Students are active participants in these programs, determining their own learning topics and constructing their understanding together. To be effective, the process requires styles of participation, interaction and learning that are different from those of traditional university classrooms. Mutual trust and support between group members, and also between the group and the tutor, is essential. In this chapter you will learn what characterises PBL and how you can make the most of the method.
Original languageEnglish
Title of host publicationCommunicating in the health sciences
Place of PublicationSouth Melbourne, VIC
PublisherOxford University Press
Pages105-112
Number of pages8
EditionThird / 11
ISBN (Print)9780195579048
Publication statusPublished - 2012

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    Loftus, S., Ajjawi, R., & Hyde, S. (2012). Communicating in problem-based learning classes. In Communicating in the health sciences (Third / 11 ed., pp. 105-112). Oxford University Press.