Problem based learning in a final year subject: Developing a professional identity

This paper provides a description and analysis of a problem based pedagogy in a single subject - HM426: Health and Physical Education Curriculum Evaluation. HM426 was redesigned using PBL as a way to better engage teacher education students in their final semester of study following their "real world" practicum experience in the previous semester. The compulsory subject falls at the end of a four year Bachelor of Applied Science (Human Movement Studies - Education) degree. Its purpose is to extend and refine students' knowledge and skills related to educational politics, planning, implementation, and evaluation. In 1999 the subject had 44 students. It was taught with one whole group Resource Seminar each week plus two one hour small group tutorials. Teaching and learning in the subject finished (as did the students' undergraduate degree) with a formal one day conference run by students and at which all students presented, followed by a conference dinner.

The subject can be considered a problem based learning subject in that students' learning came about through their trying to understand and to solve or resolve problem or issues in the subject area. However, while learning centred on small group tutorials supported by resource sessions, which were neither necessary nor sufficient for the problem work, reporting on the problems was through either an individual, self selected small group, or tutorial group basis. With this variation in format, our trialing of PBL did not conform precisely to the "classical" PBL system as implemented, for example, at McMaster University Medical School.

Throughout the semester, the design and implementation of the subject was closely monitored through tutor's notes during and after the tutorials, intermittent written student feedback, interviews with volunteer students, photographs, videotapes, and formal subject and teaching evaluations. Data was analysed into the themes of:

1. students' entry behaviours into the subject
2. structure and balance of contact time
3. group dynamics
4. roles of the tutors
5. quality and enjoyment of learning
6. appropriateness of the problems
7. assessment.

The strongest message from the evaluative data was the students' appreciation of the professionally "realistic" problems and learning environment. Other successful design attributes included the celebration and challenge associated with a closing conference, and the use of dedicated teaching rooms with computer access. Issues to be resolved in the future design include the appropriate length of each problem, balance of group and individual assessment, and the impact of students with different vocational orientations.