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Summary
Summary
Problem-Based Learning in Health and Social Care
Edited by Teena J. CLOUSTON, Lyn WESCOTT, Steven W. WHITCOMBE, Jil RILEY & Ruth MATHESON
Problem-Based Learning in Health and Social Care offers a practical insight into the opportunities, benefits and challenges of using problem-based learning (PBL) in health and social care education and also student-directed learning (SDL) as a learning and teaching tool. It presents a collection of practical and emerging concepts in terms of how to do PBL and SDL and considers the practical barriers and solutions, challenges to self awareness and finally future potentialities and directions for learning.
The book contextualises and summarises the development of PBL and uses the analogy of a journey to 'travel' the reader through the book, covering such key topics as developing PBL curricula, becoming a tutor facilitator, SDL, reflection, assessing and evaluating PBL, group skills and team working. It offers practical guidance on how courses, individual staff and students can develop skills and tactics to understand PBL and SDL and thus achieve effective delivery and learning experiences.
Related Title
International Perspectives on Heath and Social Care
Jon Glasby and Helen Dickinson
ISBN: 9781405167437
www.danpatching.co.uk
Author Notes
Teena J. Clouston is Senior Lecturer/Programme Lead at the School of Healthcare Studies, Cardiff University.
Lyn Westcott is Senior Lecturer/Professional Lead in Occupational Therapy at the Faculty of Health, University of Plymouth.
Steven W. Whitcombe is Lecturer at the School of Healthcare Studies, Cardiff University.
Dr Jill Riley is Lecturer at the School of Healthcare Studies, Cardiff University.
Ruth Matheson is Senior Lecturer for the Learning and Teaching Development Unit at the University of Wales Institute, Cardiff.
Table of Contents
| List of Contributors | p. vii |
| 1 Starting out: a guide to using this book and its development | p. 1 |
| Part 1 General Principles of Using Problem-Based Learning | p. 7 |
| 2 Exploring the foundations for problem-based learning | p. 9 |
| 3 Readiness for problem-based learning | p. 25 |
| 4 Developing problem-based learning curricula | p. 35 |
| 5 Becoming a problem-based learning facilitator | p. 51 |
| 6 Managing group dynamics and developing team working in problem-based learning | p. 67 |
| 7 Assessing problem-based learning curricula | p. 79 |
| Part 2 The Theoretical Interface with Problem-Based Learning | p. 97 |
| 8 Reflection and the problem-based learning curriculum | p. 99 |
| 9 A reflexive model for problem-based learning | p. 115 |
| 10 Promoting creative thinking and innovative practice through the use of problem-based learning | p. 125 |
| 11 Problem-based learning and the development of capital | p. 139 |
| 12 An evolving vision for learning in health-care education | p. 147 |
| Part 3 The Learner in Problem-Based Learning | p. 159 |
| 13 The student experience | p. 161 |
| 14 Becoming lifelong learners in health and social care | p. 173 |
| 15 Becoming a self-directed learner | p. 185 |
| Part 4 Final Thoughts | p. 201 |
| 16 Interweaving the strands of thinking in problem-based learning | p. 203 |
| Index | p. 215 |
