Medical Science Educator

, Volume 27, Issue 2, pp 353–361 | Cite as

Supporting Students’ Transition to University and Problem-Based Learning

  • Christian MoroEmail author
  • Michelle McLean


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.


Higher education Problem-based learning Scaffolding Self-directed learning Undergraduate medicine 



Bond University


Learning issues


Problem-based learning


Learning outcomes


Author Contributions

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

Not applicable.

Consent for Publication

All authors have approved the manuscript for submission and consent for publication.

Availability of Data and Materials

Not applicable.


Not applicable.

Competing Interests

The authors declare that they have no competing interests.


Not applicable.


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Copyright information

© International Association of Medical Science Educators 2017

Authors and Affiliations

  1. 1.Faculty of Health Sciences & MedicineBond UniversityGold CoastAustralia

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