All Ireland Society for Higher Education
| Name: | Deirdre Connolly |
|---|---|
| Email: | connoldm@tcd.ie |
| Institution: | (blank) |
No conclusions have been reached regarding the effectiveness of problem-based learning (PBL), as there has been no agreement on what constitutes an appropriate method for evaluating its efficacy. The PBL process contains multiple layers and interactions and therefore any research which considers problem-based learning as a single variable is problematic and unlikely to demonstrate significant effects (Dolmans et al., 2005, Norman, 2003, Albanese 2000). The literature identifies a range of outcomes from problem-based learning related to acquisition and application of knowledge, self-directed learning skills and inter-personal and intra-personal skills. Thus the range of outcomes of problem-based learning, a purported strength of this learning method, is also what makes it difficult to evaluate. However, one situation which demands the integration and application of knowledge and skills, acquired through problem-based learning, is in professional practice. Albanese and Mitchell (1993) supported this as the most appropriate method for evaluating the outcomes of PBL.
A study was carried out to evaluate the effectiveness of problem-based learning in preparing occupational therapy students for professional practice. Students were followed over a one-year period to explore what knowledge and skills they developed through PBL and how they applied this in their professional practice. Students discussed different categories of knowledge acquired through PBL which they required for practice and identified a range of professional skills such as multidisciplinary team skills, group dynamic skills, and self-directed learning skills. This paper will discuss how students applied these skills in their practice and in what contexts. It will also discuss the implications of this study for the practice of PBL and for further research on the effectiveness of PBL.