title: Framework for adopting a problem-based learning approach in a simulated clinical setting.
abstract: The problem-based learning (PBL) approach applied in the clinical setting is different from that applied in the classroom setting. This study analyzed a learning and teaching episode in a simulated clinical situation using the PBL approach. Conversation analysis was used to examine the scenario. Data analysis revealed six key manifestations of this learning arrangement: collection of information, data analysis, formulation of hypotheses, validation, discussion and reflection, and learning synthesis. The simulated clinical environment provided realism in learning and allowed students to experience a full range of learning issues within a short time frame. Problem-based learning was a deliberate approach that helped students achieve the following learning outcomes: patient-focused care, student-directed learning, inductive learning, and translation of theoretical knowledge into practical information. Learning was further enhanced with postsimulation self-evaluation and peer analyses. The incorporation of the PBL approach can bring out the optimal effects in a simulated learning environment.
authors.affiliation: School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China. hsfwong@inet.polyu.edu.hk
authors.forename: Frances KamYuet
authors.initials: FK
authors.lastname: Wong
authors.forename: Sharon
authors.initials: S
authors.lastname: Cheung
authors.forename: Loretta
authors.initials: L
authors.lastname: Chung
authors.forename: Kitty
authors.initials: K
authors.lastname: Chan
authors.forename: Angela
authors.initials: A
authors.lastname: Chan
authors.forename: Tony
authors.initials: T
authors.lastname: To
authors.forename: Maria
authors.initials: M
authors.lastname: Wong
mesh_terms: D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D006801:Humans; D016544:Patient Simulation; D018794:Problem-Based Learning