Learning on the front line: Can personal development during problem-based learning facilitate professional development in Trainee Clinical Psychologists?

Citation

Keville S, Siddaway A, Rhodes L, Horley N, Brown R, Dove L & White L (2013) Learning on the front line: Can personal development during problem-based learning facilitate professional development in Trainee Clinical Psychologists?. Reflective Practice, 14 (6), pp. 717-728. https://doi.org/10.1080/14623943.2013.815610

Abstract
Problem-based learning (PBL) is a form of self-directed learning that has been employed for over 30 years within a variety of disciplines and professional training programmes. This paper focuses on the acquisition of skills and knowledge gained through experiential learning components of the academic programme, namely Problem-Based Learning, of a Clinical Psychology training programme. This paper explores the learning experiences of a PBL group on this programme, reflecting on the impact of an experience early on in their group formation (presenting a personal in-vivo version of their PBL experience and subsequent negative evaluation). These narratives were written after their 3rd PBL exercise (the latter two were formally evaluated). This paper then goes on to consider how they then managed PBL including factors that may have helped or hindered their ability to learn and work together effectively. We conclude with what we may learn for the benefit of other learning contexts.

Keywords
reflective practice; personal development; problem-based learning; clinical psychology; evaluation; facilitation

Journal
Reflective Practice: Volume 14, Issue 6