PBL but not as we know it: an ethnography of the practice and facilitation of 'problem-based learning' within a hybrid graduate-entry medical programme in England

Jennings, Peter (2013) PBL but not as we know it: an ethnography of the practice and facilitation of 'problem-based learning' within a hybrid graduate-entry medical programme in England. PhD thesis, University of Nottingham.

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Abstract

This thesis lifts the lid' on the educational practices within a medical education programme, which is based upon a Problem-Based learning (PBl) approach. It is an ethnographic case study that sets out to understand the practice and facilitation of PBl situated within a hybrid curriculum at a graduate-entry medical programme in England. Data was collected by audio-visual recording of PBl sessions, audio recording and observing facilitator meetings and through the author's experiences as a participant observer working as a facilitator within the research setting. The study exposes a variety of PBl practices within a single curriculum setting that have not previously been examined in detail within medical education, in particular through use of direct observational methods. The findings pose a challenge to a core educational objective, upon which the 'PBl' programme was founded, that being to develop students' skills as self-directed learners. While this is highlighted within the literature as a central component to the PBl process, the findings raise questions about how these assumptions are reflected in the practice of PBL.

Item Type: Thesis (University of Nottingham only) (PhD)
Supervisors: Kai, J.P.
Murphy, R.J.L.
Keywords: medical education, problem-based learning, facilitation, ethnography
Subjects: L Education > LB Theory and practice of education
Faculties/Schools: UK Campuses > Faculty of Social Sciences, Law and Education > School of Education
Item ID: 14438
Depositing User: EP, Services
Date Deposited: 21 Jul 2014 07:26
Last Modified: 13 Sep 2016 22:40
URI: http://eprints.nottingham.ac.uk/id/eprint/14438

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