TDG – Promoting Teaching and Learning through an Enhancement of the Clinical Problem-Based Learning Tutorial Process

Abstract

This educational project was designed to improve the PBL tutorial process with special focus on students’ active participation, group interaction and reasoning skills. Nursing students undergoing their clinical practicum provided the context for the project during which evidencebased feedback was provided to the students and their active participation in the project was encouraged. A cohort of second year undergraduate nursing students participated in the project consisting of 25 students in the treatment group and 29 students in the comparison group, with the rest of the class (68 students) acting as control. Observation of students’ performance during PBL tutorials revealed that students in the treatment group made greater improvement on Group Interaction, Active Participation and Reasoning Skills than the other two groups. Significant improvement in deep approach to learning was also reported by the treatment group.

Deliverables