Communication in problem based learning
In Norwich Medical School, Problem Based Learning (PBL) is one of many ways in which undergraduates are supported to learn. PBL is an instructional design model that was first introduced into medical schools in Canada in the 1960s and subsequently spread worldwide. Thousands of medical students now...
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University of East Anglia
2018
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| Online Access: | https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.753909 |
| Summary: | In Norwich Medical School, Problem Based Learning (PBL) is one of many ways in which undergraduates are supported to learn. PBL is an instructional design model that was first introduced into medical schools in Canada in the 1960s and subsequently spread worldwide. Thousands of medical students now learn in PBL groups. The method has attracted considerable enthusiasm but also controversy. Arguments as to whether PBL is better than traditional teaching were played out in the medical literature but specific guidance for it was lacking. The aim of my research was to consider the learning environment of the PBL tutorial group and identify ways in which to maximise the learning potential. Using Conversation Analysis (CA) I explored communication in PBL groups and identified specific communicative elements that were used by tutors to facilitate elaborative dialogue to take place between learners. I also identified contextual factors that inhibited effective communication from taking place. The findings from my study can be used by PBL tutors to improve elaborative dialogue between learners. Others wishing to examine their own practices can replicate the research methods. The methods can be applied to other disciplines and organisations. I hope this will serve as a starting point to encourage institutions and individual tutors to explore ways to enhance communication in PBL tutorial groups and enrich the learning experiences for students. |
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