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dc.contributor.authorFisher, Margaret
dc.contributor.authorMoore, S
dc.date.accessioned2016-10-17T16:08:46Z
dc.date.available2016-10-17T16:08:46Z
dc.date.issued2005-03
dc.identifier.issn0969-4900
dc.identifier.issn2052-4307
dc.identifier.urihttp://hdl.handle.net/10026.1/6542
dc.description.abstract

<jats:p> Problem-based learning (PBL) or enquiry-based learning (EBL) was recently introduced into the midwifery curriculum at the University of Plymouth in an attempt to help students to apply psychological theory to practice. An evaluation study was conducted to ascertain its effectiveness. Through questionnaires and focus groups involving students and lecturers it became clear that PBL/EBL had many advantages. Particularly positive outcomes included enhanced links between theory and practice and development of graduate skills. This paper provides a background to the PBL/EBL concept, discusses the study and explores some of the factors which may contribute to the development of a graduate practitioner who is fit for purpose. </jats:p>

dc.format.extent148-152
dc.languageen
dc.language.isoen
dc.publisherMark Allen Group
dc.titleEnquiry-based learning links psychology theory to practice
dc.typejournal-article
plymouth.issue3
plymouth.volume13
plymouth.publication-statusPublished
plymouth.journalBritish Journal of Midwifery
dc.identifier.doi10.12968/bjom.2005.13.3.17634
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Health
plymouth.organisational-group/Plymouth/Faculty of Health/School of Nursing and Midwifery
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dc.identifier.eissn2052-4307
dc.rights.embargoperiodNo embargo
rioxxterms.versionofrecord10.12968/bjom.2005.13.3.17634
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.typeJournal Article/Review


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