Title

Supporting students’ transition to university and Problem-Based Learning

Date of this Version

2-13-2017

Document Type

Journal Article

Publication Details

Citation only

Moro, C., & McLean, M. M. (2017, in press). Supporting students’ transition to university and Problem-Based Learning. Medical Science Educator. http://dx.doi.org/10.1007/s40670-017-0384-6

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© International Association of Medical Science Educators, 2017

ISSN

2156-8650

Abstract

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.

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This document has been peer reviewed.