Rethinking the lecture: the application of problem based learning methods to atypical contexts.

Rethinking the lecture: the application of problem based learning methods to atypical contexts. Research Abstract Details 

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Rethinking the lecture: the application of problem based learning methods to atypical contexts. Abstract Text:

Problem based learning is a teaching and learning strategy that uses a problematic stimulus as a means of motivating and directing students to develop and acquire knowledge. Problem based learning is a strategy that is typically used with small groups attending a series of sessions. This article describes the principles of problem based learning and its application in atypical contexts; large groups attending discrete, stand-alone sessions. The principles of problem based learning are based on Socratic teaching, constructivism and group facilitation. To demonstrate the application of problem based learning in an atypical setting, this article focuses on the graduate nurse intake from a teaching hospital. The groups are relatively large and meet for single day sessions. The modified applications of problem based learning to meet the needs of atypical groups are described. This article contains a step by step guide of constructing a problem based learning package for large, single session groups. Nurse educators facing similar groups will find they can modify problem based learning to suit their teaching context.

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Rethinking the lecture: the application of problem based learning methods to atypical contexts. Journal Published:

PUBLICATION TYPE: Journal Article

Journal: Nurse education in practice

VOLUME: 8

Page Numbers: 213-9

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ISSN: 1873-5223

DAY: 22

MONTH: 10

YEAR: 2007

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LANGUAGE: eng

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AFFILIATION: Sir Charles Gairdner Hospital/University of Western Australia, Centre for Nursing Research, Hospital Avenue, Nedlands, Perth, Western Australia 6009, Australia. sonya.rogal@health.wa.gov.au

Country: England

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MEDLINETA: Nurse Educ Pract

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