A Phenomenological Evaluation of a Hybrid Model of Problem Based Learning for Multidisciplinary Healthcare Practitioners

This study reports on the evaluation, using a phenomenological approach, of a hybrid model of PBL, implemented with a cohort of fifteen students. Semi-structured interviewing provided an interpretive basis for the lived experience of teaching and learning in the context of a Masters Degree programm...

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Autores principales:	Catherine Hayes, Mark Davies
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2014
Materias:	Problem Based Learning Hybrid Model Evaluation Interdisciplinary Multidisciplinary Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/efc8db11d03d44aa9f5f8a505df9af75
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spelling	oai:doaj.org-article:efc8db11d03d44aa9f5f8a505df9af752021-11-29T14:03:45ZA Phenomenological Evaluation of a Hybrid Model of Problem Based Learning for Multidisciplinary Healthcare Practitioners10.47408/jldhe.v0i7.2091759-667Xhttps://doaj.org/article/efc8db11d03d44aa9f5f8a505df9af752014-06-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/209https://doaj.org/toc/1759-667X This study reports on the evaluation, using a phenomenological approach, of a hybrid model of PBL, implemented with a cohort of fifteen students. Semi-structured interviewing provided an interpretive basis for the lived experience of teaching and learning in the context of a Masters Degree programme designed specifically for multidisciplinary postgraduate healthcare education. The findings point towards a differentiation of attitude from behaviour and are grouped into three themes of Ã¢â¬ËProfessionalism and the Value of CharacterÃ¢â¬â¢, Ã¢â¬ËPerceived Cognitive Development and Meaningful LearningÃ¢â¬Ë and the Ã¢â¬ËSituatedness of Learning and Knowledge TransferÃ¢â¬â¢. ÃÂ It was perceived by students that professionalism could be learned through the process of PBL, although they did not necessarily feel familiar or comfortable when this process was new to them. They perceived the major benefit of using a hybrid PBL as a teaching strategy was that it afforded all students in the cohort a means of being valued in their contribution to the sessions and in their wider contribution to a multi-disciplinary workforce. The significant degrees to which both interprofessional learning and the adoption of a multidisciplinary approach had impacted upon student engagement were the two most salient outcomes of the study Catherine HayesMark DaviesAssociation for Learning Development in Higher Education (ALDinHE)articleProblem Based LearningHybrid ModelEvaluationInterdisciplinaryMultidisciplinaryTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 7 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Problem Based Learning Hybrid Model Evaluation Interdisciplinary Multidisciplinary Theory and practice of education LB5-3640
spellingShingle	Problem Based Learning Hybrid Model Evaluation Interdisciplinary Multidisciplinary Theory and practice of education LB5-3640 Catherine Hayes Mark Davies A Phenomenological Evaluation of a Hybrid Model of Problem Based Learning for Multidisciplinary Healthcare Practitioners
description	This study reports on the evaluation, using a phenomenological approach, of a hybrid model of PBL, implemented with a cohort of fifteen students. Semi-structured interviewing provided an interpretive basis for the lived experience of teaching and learning in the context of a Masters Degree programme designed specifically for multidisciplinary postgraduate healthcare education. The findings point towards a differentiation of attitude from behaviour and are grouped into three themes of Ã¢â¬ËProfessionalism and the Value of CharacterÃ¢â¬â¢, Ã¢â¬ËPerceived Cognitive Development and Meaningful LearningÃ¢â¬Ë and the Ã¢â¬ËSituatedness of Learning and Knowledge TransferÃ¢â¬â¢. ÃÂ It was perceived by students that professionalism could be learned through the process of PBL, although they did not necessarily feel familiar or comfortable when this process was new to them. They perceived the major benefit of using a hybrid PBL as a teaching strategy was that it afforded all students in the cohort a means of being valued in their contribution to the sessions and in their wider contribution to a multi-disciplinary workforce. The significant degrees to which both interprofessional learning and the adoption of a multidisciplinary approach had impacted upon student engagement were the two most salient outcomes of the study
format	article
author	Catherine Hayes Mark Davies
author_facet	Catherine Hayes Mark Davies
author_sort	Catherine Hayes
title	A Phenomenological Evaluation of a Hybrid Model of Problem Based Learning for Multidisciplinary Healthcare Practitioners
title_short	A Phenomenological Evaluation of a Hybrid Model of Problem Based Learning for Multidisciplinary Healthcare Practitioners
title_full	A Phenomenological Evaluation of a Hybrid Model of Problem Based Learning for Multidisciplinary Healthcare Practitioners
title_fullStr	A Phenomenological Evaluation of a Hybrid Model of Problem Based Learning for Multidisciplinary Healthcare Practitioners
title_full_unstemmed	A Phenomenological Evaluation of a Hybrid Model of Problem Based Learning for Multidisciplinary Healthcare Practitioners
title_sort	phenomenological evaluation of a hybrid model of problem based learning for multidisciplinary healthcare practitioners
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2014
url	https://doaj.org/article/efc8db11d03d44aa9f5f8a505df9af75
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A Phenomenological Evaluation of a Hybrid Model of Problem Based Learning for Multidisciplinary Healthcare Practitioners

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