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dc.contributor.authorKeville, Saskia
dc.contributor.authorSiddaway, A.
dc.contributor.authorRhodes, L.
dc.contributor.authorHorley, N.
dc.contributor.authorBrown, R.
dc.contributor.authorDove, L.
dc.contributor.authorWhite, L.
dc.date.accessioned2013-12-02T12:00:03Z
dc.date.available2013-12-02T12:00:03Z
dc.date.issued2013
dc.identifier.citationKeville , 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 , vol. 14 , no. 6 , pp. 717-728 . https://doi.org/10.1080/14623943.2013.815610
dc.identifier.issn1462-3943
dc.identifier.otherPURE: 2233869
dc.identifier.otherPURE UUID: 872e89ee-3de9-4493-98a5-0af1f224e0cf
dc.identifier.otherScopus: 84887119714
dc.identifier.urihttp://hdl.handle.net/2299/12230
dc.description.abstractProblem-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 contextsen
dc.language.isoeng
dc.relation.ispartofReflective Practice
dc.titleLearning on the Front Line : Can Personal Development During Problem-Based Learning Facilitate Professional Development in Trainee Clinical Psychologists?en
dc.contributor.institutionDepartment of Psychology
dc.contributor.institutionSchool of Life and Medical Sciences
dc.contributor.institutionHealth & Human Sciences Research Institute
dc.contributor.institutionWeight and Obesity Research Group
dc.description.statusPeer reviewed
dc.relation.schoolSchool of Life and Medical Sciences
dcterms.dateAccepted2013
rioxxterms.versionofrecordhttps://doi.org/10.1080/14623943.2013.815610
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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