title: Problem-based learning for inter-professional education: evidence from an inter-professional PBL module on palliative care.
abstract: BACKGROUND
  The objective of this article was to analyze the theory and pedagogical basis of the use of problem-based learning (PBL) for inter-professional education (IPE) in undergraduate health science education and present evidence from a palliative care iPBL (inter-professional PBL) module that confirms the importance of the two methodologies being used together.
  
  
  METHODS
  More than 1000 student surveys collected over 4 years were analyzed for components of usefulness, enjoyment and facilitator effectiveness. A retrospective self-assessment of learning was used for both content knowledge of palliative care and knowledge of the other professions participating in the module.
  
  
  RESULTS
  Statistically significant gains in knowledge were recorded in both areas assessed. Medical students reported lower gains in knowledge than those in other programs. On a scale of 0 to 6, mean scores were moderately high for usefulness (4.37) and facilitator effectiveness (5.19). Mean scores for enjoyment of the iPBL module were very high at 5.25.
  
  
  CONCLUSIONS
  There is strong theoretical and empirical evidence that PBL is a useful method to deliver IPE for palliative care education. With the evidence presented from the palliative care iPBL it is our contention that PBL inter-professional cases should be utilized more often, incorporated into IPE programs generally, and researched more rigorously.
authors.affiliation: University of Saskatchewan, Saskatoon, Saskatchewan, Canada.
authors.forename: Nora
authors.initials: N
authors.lastname: McKee
authors.affiliation: University of Saskatchewan, Saskatoon, Saskatchewan, Canada.
authors.forename: Marcel
authors.initials: M
authors.lastname: D'Eon
authors.affiliation: University of Saskatchewan, Saskatoon, Saskatchewan, Canada.
authors.forename: Krista
authors.initials: K
authors.lastname: Trinder