Dataset

Generic skills development in undergraduate medical studies in a PBL programme [dataset]

BOND University
Gary Hamlin (Aggregated by) Linda Crane (Aggregated by) Michelle McLean (Aggregated 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=info:doi10.4225/57/58ad30c484355&rft.title=Generic skills development in undergraduate medical studies in a PBL programme [dataset]&rft.identifier=https://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=Linda Crane&rft.creator=Gary Hamlin&rft.creator=Michelle McLean&rft.date=2017&rft_rights=Contact Michelle_Mclean@bond.edu.au to determine access conditions.&rft_subject=Socialisation&rft_subject=Professional Identity&rft_subject=Medical Student&rft.type=dataset&rft.language=English Access the data

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Contact Michelle_Mclean@bond.edu.au to determine access conditions.

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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.

Submitted: 10 07 2013

Available: 09 07 2013

Issued: 01 01 2012

Data time period: 2013 -

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