Supporting Students’ Transition to University and Problem-Based Learning
- 726 Downloads
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.
KeywordsHigher education Problem-based learning Scaffolding Self-directed learning Undergraduate medicine
Both authors fully contributed to each section and component of this submission. Both authors read and approved the final manuscript.
Compliance with Ethical Standards
Ethics Approval and Consent to Participate
Consent for Publication
All authors have approved the manuscript for submission and consent for publication.
Availability of Data and Materials
The authors declare that they have no competing interests.
- 1.Barrows H, Tamblyn R. Problem-based learning: an approach to medical education. New York: Springer Publishing Company; 1980.Google Scholar
- 3.Samarasekera DD, Karunathilake IM. Hybrid PBL–hub format an innovative design for effective small group learning. South-East Asian Journal of Medical Education. 2011;5(2):2–9.Google Scholar
- 7.Marra RM, et al. Why problem-based learning works: theoretical foundations. J Excell Coll Teach. 2014;25(3/4):221.Google Scholar
- 9.Vygotsky LS. Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard University Press; 1978.Google Scholar
- 11.Verenikina I. Scaffolding and learning: its role in nurturing new learners. In: Learning and the learner: exploring learning for new times, P. Kell, et al., Editors. 2008: University of Wollongong. p. 236.Google Scholar
- 14.Carrio M, et al. Benefits of using a hybrid problem-based learning curriculum to improve long-term learning acquisition in undergraduate biology education. FEMS Microbiol Lett. 2016. 363(15).Google Scholar
- 16.McLean M, Gibbs T. Learner-centred medical education: improved learning or increased stress? Education for Health. 2009;22(3):287.Google Scholar
- 17.APA Work Group of the Board of Educational Affairs. Learner-centered psychological principles: a framework for school reform and redesign. Washington DC: American Psychological Association; 1997.Google Scholar
- 18.Maslow AH. Motivation and personality. New York: Harper and Row; 1954.Google Scholar
- 21.Michaelson L, et al. Team-based learning for health professions education: a guide for using small groups for improving learning. Sterling, Virginia: Stylus; 2008.Google Scholar
- 22.Schmidt HG, Moust JHC. Processes that shape small-group tutorial learning: a review of research. In: Problem-based learning: A research perspective on learning interactions. 2000, Lawrence Erabaum: Mahwah, NJ.Google Scholar
- 25.McLean M, Arrigoni C. How we capitalised on casual PBL facilitators’ expertise and experience to add value to our medical programme. Med Teach. 2015: p. 1–4.Google Scholar
- 27.Knowles MS. Self-directed learning: a guide for learners and teachers. Englewood Cliffs: Prentice Hall/Cambridge; 1975.Google Scholar
- 30.Moro C, Kinash S. Developing online worksheets that work. Education Technology Solutions. 2014;52(2–3):52–5.Google Scholar
- 31.Bloom B, et al. Taxonomy of educational objectives: the classification of educational goals. In: Handbook I: Cognitive domain. 1956, Longmans, Green: New York.Google Scholar
- 36.de Bono E. Six thinking hats. Bostin: Back Bay Books; 1999.Google Scholar
- 37.O’Brien J. Curriculum standards for social studies: expectations of excellence (Washington, D.C.: National Council for the Social Studies, 1994). OAH Mag Hist. 1997;11(3):53–4.Google Scholar