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

  • Catherine Hayes Faculty of Applied Sciences University of Sunderland United Kingdom
  • Mark Davies University of Sunderland
Keywords: Problem Based Learning, Hybrid Model, Evaluation, Interdisciplinary, Multidisciplinary

Abstract

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 ââ¬ËProfessionalism and the Value of Characterââ¬â¢, ââ¬ËPerceived Cognitive Development and Meaningful Learningââ¬Ë and the ââ¬ËSituatedness of Learning and Knowledge Transferââ¬â¢. àIt 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

Author Biography

Catherine Hayes, Faculty of Applied Sciences University of Sunderland United Kingdom
Senior Lecturer in Health, Department of Pharmacy Health and Wellbeing, Faculty of Applied Sciences, University of Sunderland
Published
2014-06-29
How to Cite
Hayes, C. and Davies, M. (2014) “A Phenomenological Evaluation of a Hybrid Model of Problem Based Learning for Multidisciplinary Healthcare Practitioners”, Journal of Learning Development in Higher Education. Plymouth, UK, 0(7). doi: 10.47408/jldhe.v0i7.209.
Section
Papers