Supporting students’ transition to university and Problem-Based LearningMedical Science Educator
Date of this Version2-13-2017
Document TypeJournal Article
AbstractAlthough 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.
Citation InformationChristian Moro and Michelle McLean. "Supporting students’ transition to university and Problem-Based Learning" Medical Science Educator (2017) ISSN: 2156-8650
Available at: http://works.bepress.com/christian_moro/7/