The Guinea pigs of a problem-based learning curriculum
Publisher version === Participants in a study on learning the clinical aspects of medicine in a problem-based learning (PBL) curriculum repeatedly referred to themselves as ‘Guinea pigs’ at the mercy of a curriculum experiment. This article interrogates and problematises the ‘Guinea pig’ identity as...
| Main Authors: | , |
|---|---|
| Format: | Others |
| Language: | English |
| Published: |
Routledge
2016
|
| Online Access: | http://hdl.handle.net/10962/66730 https://doi.org/10.1080/14703297.2014.959542 |
| id |
ndltd-netd.ac.za-oai-union.ndltd.org-rhodes-vital-28987 |
|---|---|
| record_format |
oai_dc |
| spelling |
ndltd-netd.ac.za-oai-union.ndltd.org-rhodes-vital-289872018-08-25T05:06:29ZThe Guinea pigs of a problem-based learning curriculumReddy, SarasvathieMcKenna, SiouxPublisher versionParticipants in a study on learning the clinical aspects of medicine in a problem-based learning (PBL) curriculum repeatedly referred to themselves as ‘Guinea pigs’ at the mercy of a curriculum experiment. This article interrogates and problematises the ‘Guinea pig’ identity ascribed to and assumed by the first cohort of students who undertook a PBL curriculum. The article suggests that a range of issues may have come into play in the unfortunate events reported on here, and focuses on the participants’ reported experiences of marginalisation during their clinical education modules in the hospital wards. The impact of power differentials on identity formation was found to be exacerbated by the ‘Guinea pig’ characterisation.Routledge2016textarticle9pdfhttp://hdl.handle.net/10962/66730vital:28987ISSN 1470-3300https://doi.org/10.1080/14703297.2014.959542EnglishInnovations in Education and Teaching InternationalRoutledgeUse of this resource is governed by the terms and conditions of the Innovations in Education and Teaching International Copyright Options Statement (https://www.tandfonline.com/action/authorSubmission?journalCode=riie20&page=instructions) |
| collection |
NDLTD |
| language |
English |
| format |
Others
|
| sources |
NDLTD |
| description |
Publisher version === Participants in a study on learning the clinical aspects of medicine in a problem-based learning (PBL) curriculum repeatedly referred to themselves as ‘Guinea pigs’ at the mercy of a curriculum experiment. This article interrogates and problematises the ‘Guinea pig’ identity ascribed to and assumed by the first cohort of students who undertook a PBL curriculum. The article suggests that a range of issues may have come into play in the unfortunate events reported on here, and focuses on the participants’ reported experiences of marginalisation during their clinical education modules in the hospital wards. The impact of power differentials on identity formation was found to be exacerbated by the ‘Guinea pig’ characterisation. |
| author |
Reddy, Sarasvathie McKenna, Sioux |
| spellingShingle |
Reddy, Sarasvathie McKenna, Sioux The Guinea pigs of a problem-based learning curriculum |
| author_facet |
Reddy, Sarasvathie McKenna, Sioux |
| author_sort |
Reddy, Sarasvathie |
| title |
The Guinea pigs of a problem-based learning curriculum |
| title_short |
The Guinea pigs of a problem-based learning curriculum |
| title_full |
The Guinea pigs of a problem-based learning curriculum |
| title_fullStr |
The Guinea pigs of a problem-based learning curriculum |
| title_full_unstemmed |
The Guinea pigs of a problem-based learning curriculum |
| title_sort |
guinea pigs of a problem-based learning curriculum |
| publisher |
Routledge |
| publishDate |
2016 |
| url |
http://hdl.handle.net/10962/66730 https://doi.org/10.1080/14703297.2014.959542 |
| work_keys_str_mv |
AT reddysarasvathie theguineapigsofaproblembasedlearningcurriculum AT mckennasioux theguineapigsofaproblembasedlearningcurriculum AT reddysarasvathie guineapigsofaproblembasedlearningcurriculum AT mckennasioux guineapigsofaproblembasedlearningcurriculum |
| _version_ |
1718727057214537728 |