Determining the sustainability of a model of PBL: A Conceptual framework

Little, Penelope; McMillan, Margaret

doi:2016.3.1.1

J Probl Based Learn > Volume 3(1); 2016 > Article

Original Article

Journal of Problem-Based Learning 2016;3(1): 1-8.
DOI: https://doi.org/10.24313/jpbl.2016.3.1.1 Published online February 29, 2016.

Determining the sustainability of a model of PBL: A Conceptual framework

Penelope Little¹, Margaret McMillan²

¹M(Edu), B(Sci) Associate Professor, Conjoint Appointment School of Nursing & Midwifery University of Newcastle Australia
²OAM Ph.D., RN BA MCurr St (Honours) DNE Emeritus Professor, School of Nursing and Midwifery University of Newcastle, Australia

Correspondence Margaret McMillan ,Tel: +61-2-4349-4535, Fax: +61-2-4349-4538, Email: Margaret.mcmillan@newcastle.edu.au

© Copyright 2016 International Society for Problem-Based Learning
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Objectives
To explore processes of implementation that result from attempts at curriculum renewal reliant on principles of PBL in a delivery model.
Methods
An evaluation design using case study was chosen to appraise the worth of curricula reliant on PBL philosophy and methodology. The method involved actual stories or narratives depicting situations and experiences of curriculum implementation.
Results
The use of narratives illuminated daily challenges of students, staff members and other stakeholders and posed solutions to issues raised in a collaborative way.
Conclusions
An evaluation process reliant on a collection of stories of the experiences of those involved shed some light on the perspectives of a range of stakeholders and tested the feasibility and practicality of curriculum design and implementation. There were three major areas on which academic colleagues needed to focus:
Resources- PBL is no different from other approaches to curriculum development; implementation strategies need to comply with the existing institutional policies and work within existing resources and budget allocations.
Processes- PBL strategies can be used in conjunction with flexible/ e-learning delivery modes that increase the potential use of a range of support materials to enhance cases as learning stimuli. Facilitator guides ensure consistency across groups.
Results- Data on the effectiveness of the learning experience is regularly and routinely collected and fed back into continuous quality improvement.

Keywords: Problem-based learning, Curriculum renewal, Evaluation, Educational innovation