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

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Wiggins, Sally, Hammar Chiriac, Eva, Larsson Abbad, Gunvor, Pauli, Regina and Worrell, Marcia (2016) 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. Psychology Learning & Teaching, 15 (2). pp. 136-154. ISSN 1475-7257

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Official URL: https://doi.org/10.1177/1475725716643270

Abstract

Problem-based learning (PBL) is an internationally recognised pedagogical approach that is implemented
within a number of disciplines. The relevance and uptake of PBL in psychology has to date, however,
received very limited attention. The aim of this paper is therefore to review published accounts on how
PBL is being used to deliver psychology curricula in higher education and to highlight psychological
research that offers practical strategies for PBL theory and practice. The paper is divided into three
sections. In the first, we discuss the principles of PBL and provide examples of how it can be used within
psychology curricula, alongside a consideration of its advantages and disadvantages. In the second section, we outline the results of a systematic literature review of published examples of PBL used within
psychology undergraduate and postgraduate courses. Finally, in the third section, we examine some of
the ways in which psychological research can provide practical guidance for PBL teaching practice. We
conclude this paper with some recommendations for future research across all these areas, and call for
the further development of PBL curricula in psychology higher education course provision.

Item Type:	Article
Identifier:	10.1177/1475725716643270
Subjects:	Psychology
Depositing User:	Marcia Worrell
Date Deposited:	15 Jun 2016 15:15
Last Modified:	04 Nov 2024 12:17
URI:	https://repository.uwl.ac.uk/id/eprint/2625