Dataset

Generic skills development in undergraduate medical studies in a PBL programme

Bond University
Michelle McLean (Managed by)
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ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rfr_id=info%3Asid%2FANDS&rft_id=http://epublications.bond.edu.au/data/19/&rft.title=Generic skills development in undergraduate medical studies in a PBL programme&rft.identifier=http://epublications.bond.edu.au/data/19/&rft.publisher=Bond University&rft.description=In May 2013, Bond’s School of Medicine will implement its new undergraduate medical programme with approximately 80% of the cohort entering the program directly from school. To guide the development of these students and consistent with the thinking of Taylor and Miflin (2008), a framework of evolving PBL has been designed for the first two “preclinical” years of the programme.  Semesters 1 and 2 (Year 1) are guided, with a weekly third PBL session dedicated to developing key skills (e.g. information literacy, group work, numeracy, self-management, problem solving and reasoning), contextualised within the discovery learning process guided by the PBL case. In Year 2, (Semesters 3-5), PBL will be more authentic with learners now using and further developing their Year 1 foundational skills. For example, there will be a shift in emphasis to leadership, critical reasoning and self-care. Facilitators will be trained specifically for their role as cognitive guides and coaches. This study will evaluate students’ skill development over the study period and their self-directed learning ability. It will also evaluate facilitators’ student and facilitator perceptions of the program. The data are in SPSS and NVIVO format.&rft.creator=Anonymous&rft.date=2017&rft_rights=&rft_subject=380100&rft.type=dataset&rft.language=English Go to Data Provider

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Contact Information

Michelle_Mclean@bond.edu.au

Bond University, Gold Coast, Queensland, 4229, Australia.

Brief description

In May 2013, Bond’s School of Medicine will implement its new undergraduate medical programme with approximately 80% of the cohort entering the program directly from school. To guide the development of these students and consistent with the thinking of Taylor and Miflin (2008), a framework of evolving PBL has been designed for the first two “preclinical” years of the programme.  Semesters 1 and 2 (Year 1) are guided, with a weekly third PBL session dedicated to developing key skills (e.g. information literacy, group work, numeracy, self-management, problem solving and reasoning), contextualised within the discovery learning process guided by the PBL case. In Year 2, (Semesters 3-5), PBL will be more authentic with learners now using and further developing their Year 1 foundational skills. For example, there will be a shift in emphasis to leadership, critical reasoning and self-care. Facilitators will be trained specifically for their role as cognitive guides and coaches. This study will evaluate students’ skill development over the study period and their self-directed learning ability. It will also evaluate facilitators’ student and facilitator perceptions of the program.

The data are in SPSS and NVIVO format.

Created: 2013

Data time period: 2013

Subjects
380100 |

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