All Ireland Society for Higher Education
| Name: | Moira McLoughlin |
|---|---|
| Email: | M.McLoughlin@salford.ac.uk |
| Institution: | (blank) |
Dr. Elaine Ball, E.Ball1@salford.ac.uk
Ms. Angela Darvill, A.Darvill@salford.ac.uk
The 'Onion model' is a conceptual model written to support students undertaking trigger work as part of the problem-based learning (PBL) curriculum in one higher education institution in the United Kingdom(UK) (McLoughlin and Darvill 2001).
The rationale for devising this model arose from radical curriculum changes, taking place in relation to the implementation of PBL into pre-registration nurse education, (UKCC and DoH 1999).
This model has now been in use with 5 large cohorts of students since inception, September 2000. Using Foxcroft's (2000) criteria for the assessment of conceptual models, analysis has now taken place in order to understand whether the model meets the requirements for supporting student learning in this way. Foxcroft's template of questions is as follows:
Method
In answer to the first question, a combined approach using qualitative and quantitative analysis of student feedback over the past 5 years, produced findings that will illustrate the achievements and weaknesses of the 'Onion Model'. This enabled a critical reflective process to take place, in which we were then able to discern the gaps within the model (for good and bad). The interstices (or gaps) (Jacobson 1953) in the Model were precisely the hidden discourses that both we and the students needed to name.
Conclusion
This reflexive analysis of the 'Onion Model' enabled us to make explicit the connections between EBP and PBL but also ensure that the model in place was rigorously examined by both the students and facilitators of a PBL curriculum.