Warning: mkdir(): Permission denied in /home/virtual/lib/view_data.php on line 93 Warning: chmod() expects exactly 2 parameters, 3 given in /home/virtual/lib/view_data.php on line 94 Warning: fopen(/home/virtual/ejpbl/journal/upload/ip_log/ip_log_2024-06.txt): failed to open stream: No such file or directory in /home/virtual/lib/view_data.php on line 100 Warning: fwrite() expects parameter 1 to be resource, boolean given in /home/virtual/lib/view_data.php on line 101 Determining the sustainability of a model of PBL: A Conceptual framework
J Probl Based Learn Search


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

To explore processes of implementation that result from attempts at curriculum renewal reliant on principles of PBL in a delivery model.
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.
The use of narratives illuminated daily challenges of students, staff members and other stakeholders and posed solutions to issues raised in a collaborative way.
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
Share :
Facebook Twitter Linked In Google+
METRICS Graph View
  • 3 Crossref
  • 3,883 View
  • 151 Download


Browse all articles >

Editorial Office
Halla·Newcastle PBL Education and Research Center, Cheju Halla University
38 Halladaehak-ro, Jeju-si, Jeju Special Self-Governing Province, 63092, Korea
Tel: +82-64-741-7430    Fax: +82-64-741-7431    E-mail: jpbleditor@gmail.com                

Copyright © 2024 by International Society for Problem-Based Learning.

Developed in M2PI

Close layer
prev next