Professional education of psychologists using online problem-based learning methods: Experience at Charles Sturt University

Abstract

Problem-based learning (PBL) is a pedagogical approach to professional training that emphasises the development of clinical reasoning skills and self-directed learning. In contrast to more traditional lecture-based approaches that focus upon the linear acquisition of course content, PBL is undertaken in the context of actual case presentations. Although PBL has been adopted widely in the professional training of medical practitioners and nurses, it is only just beginning to be used in the professional education of psychologists. This paper examines the nature and benefits of PBL for education in clinical and forensic psychology by outlining its implementation and development at Charles Sturt University, located in a rural area of Australia. Although a full and independent evaluation of PBL for education in clinical or forensic psychology is yet to be undertaken, this paper argues that PBL can make a significant contribution to professional training in psychology.

Ask Not Only ‘What Can Problem-Based Learning Do For Psychology?’ But ‘What Can Psychology Do For Problem-Based Learning?’ A Review of The Relevance of Problem-Based Learning For Psychology Teaching and Research

“…The majority of the studies also reported using a hybrid approach, integrating PBL sessions with lectures or other structured activities. Some used online means, as either additional support or for the main PBL activity (e.g., Bozic & Williams, 2011;Kiernan et al, 2008). While not all studies noted class sizes, many were around 30 students or less.…”

“…As the main processes of PBL are rooted in problem-solving, self-directed learning and group interaction, this places psychology very much at the centre of how PBL works and how it may be understood as a teaching and learning approach. Despite this, there is relatively little reporting of how PBL is used in psychology and how psychology informs PBL in published work (see for example, Dunsmuir & Frederickson, 2014;Kiernan, Murrell & Relf, 2008;Norman & Schmidt, 1992). In view of this, a main objective of this paper is to provide a systematic review of published accounts of the ways in which PBL is being used to deliver psychology curricula in higher education, with a second main objective to illustrate the ways in which psychological research can provide a range of principles and strategies that inform PBL practice.…”

Professional Training in Applied Psychology: Towards a Signature Pedagogy for Forensic Psychology Training

“…Only 16 articles discussed broader issues of pedagogy in psychology teaching, and none of these were of direct relevance to forensic psychology (with the notable exceptions of Kiernan, Murrell, &Relf, 2008, see below, andBailee et al, 2011). Of these, none were relevant to the discipline of psychology, let alone professional psychology or indeed forensic psychology.…”

“…Kiernan et al (2008) describe PBL in the following way: The shadow structure might be understood in relation to the development of problem solving skills and the opportunity to act out professional knowledge and behaviour in authentic context.…”

“…In PBL, learning is based on responding to problem scenarios (i.e., complex, real-world situations) in ways that assist students in acquiring disciplinary knowledge and problem solving skills relevant to the context in which they will work. While the ideas of PBL are adopted by some forensic psychology programmes (see Kiernan et al, 2008) and endorsed by many educators, there is no evidence that the approach has been systematically applied to training programmes across Australia (i.e., the accreditation guidelines make no reference to pedagogical practices), and it is thus presented here as representing the tacit structure. While the ideas of PBL are adopted by some forensic psychology programmes (see Kiernan et al, 2008) and endorsed by many educators, there is no evidence that the approach has been systematically applied to training programmes across Australia (i.e., the accreditation guidelines make no reference to pedagogical practices), and it is thus presented here as representing the tacit structure.…”