Problem-Based Learning in Clinical Education

The Next Generation

  • Susan Bridges
  • Colman McGrath
  • Tara L. Whitehill

Part of the Innovation and Change in Professional Education book series (ICPE, volume 8)

Table of contents

  1. Front Matter
    Pages i-xxv
  2. Introduction

    1. Front Matter
      Pages 1-1
    2. Cindy E. Hmelo-Silver, Catherine Eberbach
      Pages 3-17
  3. Investigating the Achievement in Student Learning Outcomes in PBL Programmes

  4. Researching New Technologies for PBL Curriculum Design

    1. Front Matter
      Pages 97-97
    2. Susan Bridges, Michael Botelho, Judith L. Green, Anson C.M. Chau
      Pages 99-120
    3. Lap Ki Chan, Jingyan Lu, Mary S.M. Ip, Amber L.M. Yip
      Pages 139-150
  5. Exploring ‘Inside’ the PBL Tutorial Process

    1. Front Matter
      Pages 151-151
    2. Vicki Skinner, Annette Braunack-Mayer, Tracey Winning
      Pages 189-205
    3. Sigrid Harendza, Olaf Kuhnigk, Franziska Puttnies, Sven Anders
      Pages 207-222
  6. Conclusion

    1. Front Matter
      Pages 223-223
    2. Susan Bridges, Tara L. Whitehill, Colman McGrath
      Pages 225-231
  7. Back Matter
    Pages 233-251

About this book


Developed in the context of health sciences education in the late 1960s, problem-based learning (PBL) is now widely deployed as an education methodology. Its problem-solving, collaborative, student-centred ethos is seen as a more appropriate system of pedagogy than earlier ‘chalk-and-talk’ modes. Focusing on its use in clinical education, this collection of recent scholarship on PBL examines the ways in which PBL is both conceived and implemented in clinical education. The work has a dual emphasis, research-driven on the one hand, while on the other assessing new methodologies to explore how problem-based curricula support the achievement of students’ learning outcomes in the context of clinical education.

The chapters draw on studies that explore PBL both theoretically and empirically. The volume’s eclecticism capitalises on the growing body of empirical research into PBL evaluations. It balances this with studies analysing the relatively new area of discourse-based research on PBL-in-action, whose focus has been to interrogate the ‘how’ of student learning in curricula with PBL content.This publication will be of interest to clinical teachers, curriculum designers and those interested in innovations in the scholarship of teaching and learning in PBL curricula.


Barrows PBL clinical education clinical teachers conceptual development courses curriculum design discourse analysis empirical research facilitator development facilitator effectiveness interprofessional learning learning learning approaches problem based programmes problem-based learning professional competencies programmes staff development student student approaches student learning student learning outcomes student performance teachers tutorial process

Editors and affiliations

  • Susan Bridges
    • 1
  • Colman McGrath
    • 2
  • Tara L. Whitehill
    • 3
  1. 1.The University of Hong KongHong KongHong Kong SAR
  2. 2.The University of Hong KongHong KongHong Kong SAR
  3. 3.The University of Hong KongHong KongHong Kong SAR

Bibliographic information