Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/76035
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Type: Book chapter
Title: The influence of two PBL curricular contexts on first-year students' understandings of PBL, approaches to learning and outcomes
Author: Winning, T.
Skinner, V.
Kinnell, A.
Townsend, G.
Svensater, G.
Rohlin, M.
Davies, J.
Citation: Problem-Based Learning in Clinical Education: The Next Generation, 2012 / Bridges, S., McGrath, C., Whitehill, T. (ed./s), pp.59-80
Publisher: Springer
Publisher Place: United States
Issue Date: 2012
Series/Report no.: Innovation and Change in Professional Education; 8
ISBN: 9789400725140
Statement of
Responsibility: 
Tracey Winning, Vicki Skinner, Angela Kinnell, Grant Townsend, Gunnel Svensäter, Madeleine Rohlin and Julia Davies
Abstract: PBL curricular design aims to support students to think and act as practitioners. Therefore, students need to understand the learning context as it is designed. First-year dental students’ understandings of PBL, learning approaches, and student performance at Malmö University and the University of Adelaide were investigated. Students’ understandings of PBL in both curricula developed over one semester to more closely align with planned intentions. However, several key features of PBL were not noted by students. Malmö students’ PBL experiences were associated with deep approaches while Adelaide students’ PBL experiences were associated with a decrease in deep approaches. Associations between PBL understandings, approaches, and performance were not evident. These findings highlight the complex interactions between PBL contexts and students’ responses and provide some insights into curricular designs that support development of students’ understandings of PBL and associated learning outcomes.
RMID: 0020122785
DOI: 10.1007/978-94-007-2515-7_5
Appears in Collections:Dentistry publications

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