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Article: Student experiences of problem-based learning in pharmacy: Conceptions of learning, approaches to learning and the integration of face-to-face and on-line activities

TitleStudent experiences of problem-based learning in pharmacy: Conceptions of learning, approaches to learning and the integration of face-to-face and on-line activities
Authors
KeywordsAcademic performance
Approaches to learning
Conceptions of learning
Face-to-face
On-line
Problem-based learning
Issue Date2008
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1382-4996
Citation
Advances In Health Sciences Education, 2008, v. 13 n. 5, p. 675-692 How to Cite?
AbstractThis study investigates fourth-year pharmacy students' experiences of problem-based learning (PBL). It adopts a phenomenographic approach to the evaluation of problem-based learning, to shed light on the ways in which different groups of students conceive of, and approach, PBL. The study focuses on the way students approach solving problem scenarios in class, and using professional pharmacy databases on-line. Qualitative variations in student approaches to solving problem scenarios in both learning situations are identified. These turn out to be associated with qualitatively different conceptions of PBL and also with levels of achievement. Conceptions and approaches that emphasis learning for understanding correlate with attaining higher course marks. The outcomes of the study reinforce arguments that we need to know more about how students interpret the requirements of study in a PBL context if we are to unravel the complex web of influences upon study activities, academic achievement and longer-term professional competence. Such knowledge is crucial to any theoretical model of PBL and has direct practical implications for the design of learning tasks and the induction of students into a PBL environment. © 2007 Springer Science+Business Media B.V.
Persistent Identifierhttp://hdl.handle.net/10722/60958
ISSN
2015 Impact Factor: 2.462
2015 SCImago Journal Rankings: 1.397
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorEllis, RAen_HK
dc.contributor.authorGoodyear, Pen_HK
dc.contributor.authorBrillant, Men_HK
dc.contributor.authorProsser, Men_HK
dc.date.accessioned2010-05-31T04:22:56Z-
dc.date.available2010-05-31T04:22:56Z-
dc.date.issued2008en_HK
dc.identifier.citationAdvances In Health Sciences Education, 2008, v. 13 n. 5, p. 675-692en_HK
dc.identifier.issn1382-4996en_HK
dc.identifier.urihttp://hdl.handle.net/10722/60958-
dc.description.abstractThis study investigates fourth-year pharmacy students' experiences of problem-based learning (PBL). It adopts a phenomenographic approach to the evaluation of problem-based learning, to shed light on the ways in which different groups of students conceive of, and approach, PBL. The study focuses on the way students approach solving problem scenarios in class, and using professional pharmacy databases on-line. Qualitative variations in student approaches to solving problem scenarios in both learning situations are identified. These turn out to be associated with qualitatively different conceptions of PBL and also with levels of achievement. Conceptions and approaches that emphasis learning for understanding correlate with attaining higher course marks. The outcomes of the study reinforce arguments that we need to know more about how students interpret the requirements of study in a PBL context if we are to unravel the complex web of influences upon study activities, academic achievement and longer-term professional competence. Such knowledge is crucial to any theoretical model of PBL and has direct practical implications for the design of learning tasks and the induction of students into a PBL environment. © 2007 Springer Science+Business Media B.V.en_HK
dc.languageengen_HK
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1382-4996en_HK
dc.relation.ispartofAdvances in Health Sciences Educationen_HK
dc.subjectAcademic performanceen_HK
dc.subjectApproaches to learningen_HK
dc.subjectConceptions of learningen_HK
dc.subjectFace-to-faceen_HK
dc.subjectOn-lineen_HK
dc.subjectProblem-based learningen_HK
dc.titleStudent experiences of problem-based learning in pharmacy: Conceptions of learning, approaches to learning and the integration of face-to-face and on-line activitiesen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1382-4996&volume=13&spage=675&epage=692&date=2008&atitle=Student+experiences+of+problem-based+learning+in+pharmacy:+conceptions+of+learning,+approaches+to+learning+and+the+integration+of+face-to-face+and+on-line+activitiesen_HK
dc.identifier.emailProsser, M: mprosser@hku.hken_HK
dc.identifier.authorityProsser, M=rp00952en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s10459-007-9073-3en_HK
dc.identifier.pmid17624599-
dc.identifier.scopuseid_2-s2.0-46849102481en_HK
dc.identifier.hkuros154885en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-46849102481&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume13en_HK
dc.identifier.issue5en_HK
dc.identifier.spage675en_HK
dc.identifier.epage692en_HK
dc.identifier.isiWOS:000261749500011-
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridEllis, RA=7401985302en_HK
dc.identifier.scopusauthoridGoodyear, P=22984722100en_HK
dc.identifier.scopusauthoridBrillant, M=16506141400en_HK
dc.identifier.scopusauthoridProsser, M=7004075773en_HK
dc.identifier.citeulike5254770-

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