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Problem Based Learning in Health and Social Care
Teena Clouston (Edited by), Lyn Westcott (Edited by), Steven W. Whitcombe (Edited by), Jill Riley (Edited by), Ruth Matheson (Edited by)
9781405180566, Wiley
Paperback / softback, published 9 April 2010
240 pages
24.4 x 17.3 x 1.4 cm, 0.404 kg
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
List of Contributors vii 1 Starting out: a guide to using this book and its development 1 Part 1 General Principles of Using Problem-Based Learning 7 2 Exploring the foundations for problem-based learning 9 3 Readiness for problem-based learning 25 4 Developing problem-based learning curricula 35 5 Becoming a problem-based learning facilitator 51 6 Managing group dynamics and developing team working in problem-based learning 67 7 Assessing problem-based learning curricula 79 Part 2 The Theoretical Interface with Problem-Based Learning 97 8 Reflection and the problem-based learning curriculum 99 9 A reflexive model for problem-based learning 115 10 Promoting creative thinking and innovative practice through the use of problem-based learning 125 11 Problem-based learning and the development of capital 139 12 An evolving vision for learning in health-care education 147 Part 3 The Learner in Problem-Based Learning 159 13 The student experience 161 14 Becoming lifelong learners in health and social care 173 15 Becoming a self-directed learner 185 Part 4 Final Thoughts 201 16 Interweaving the strands of thinking in problem-based learning 203 Index 215
Lyn Westcott
Ruth Matheson and Bernhard Haas
Juan Delport and Steven W. Whitcombe
Lyn Westcott, Alison Seymour and Sara Roberts
Gwilym Wyn Roberts
Alison Seymour
Sue Pengelly
Gail Boniface
Steven W. Whitcombe and Teena J. Clouston
Jill Riley and Ruth Matheson
Jill Riley and Steven W. Whitcombe
Andrew Machon and Gwilym Wyn Roberts
Liz Galle and Sandra Marshman
Pam Stead, Gareth Morgan and Sally Scott-Roberts
Susan Delport and Ruth Squire
Teena J. Clouston
Subject Areas: Social services & welfare, criminology [JK]
