Supporting Students’ Transition to University and Problem-Based Learning

被引：2

作者：

Moro C. ^{[1
]}

McLean M. ^{[1
]}

机构：

[1] Faculty of Health Sciences & Medicine, Bond University, University Drive, Gold Coast

来源：

Medical Science Educator | 2017年 / 27卷 / 2期

关键词：

Higher education; Problem-based learning; Scaffolding; Self-directed learning; Undergraduate medicine;

D O I：

10.1007/s40670-017-0384-6

中图分类号：

学科分类号：

摘要：

Although 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. © 2017, International Association of Medical Science Educators.

引用

页码：353 / 361

页数：8

共 37 条

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