Program

Reality, value, and the future of problem-based learning
Don Margetson
School of Vocational, Technology and Arts Education, Griffith University, Australia
 

How can we interest the students in basic theories which we think will help  illuminate their practice?
Anne Hove
School of Occupational Therapy, Copenhagen, Denmark
 

Part-time families work
C. S. Primrose
The School of Nursing and Midwifery, The Robert Gordon University, Aberdeen, UK

B. Assessment (Konsertsalen)

Approaches to the assessment of student performance in PBL tutorials
Carole Gannon, Ray Peterson and Ted Cleary
Medical Education Unit, Adelaide University, Australia

Self-assessment of professional development in physiotherapy during the first years of study
Kristina Beckmann
Faculty of Health Sciences, Linköpings universitet, Sweden

C. Developmental perspectives on PBL (Operetten)

Group processes in BPL tutorial groups 
Eva Hammar Chiriac
Department of Behavioural Sciences, Linköpings universitet, Sweden

Invited: Cornerstones for learning - in universities and in Pre-school/primary school
Gunilla Fredriksson 
Department of child and youth teacher training, Linköpings universitet, Sweden
 

D. Theoretical perspectives (Sonaten)

Problem based learning and the research/teaching nexus 
Lewis Elton
University College London, UK.

Problem based - what does it really mean? 
Charlotte Silén
Faculty of Health Sciences, Linköpings universitet, Sweden

Key note hearing  (Solot)
Don Margetson

Student motivation in PBL: the problems and solutions are in the "problem"
Yves Mauffette and Alexandre Soucisse
Department of Biology, Université du Québec à Montréal, Canada

Questioning to learn and learning to question: Structure and function of PBL scenarios in environmental science education
Madeleine Abrandt Dahlgren and Gunilla Öberg
Linköpings universitet, Sweden

B. The role of the tutor (Konsertsalen)

What does it mean to be a problem-based learning tutor?
Jane Adams
Wolfson Institute of Health Sciences, Thames Valley University, UK

The role of the staff support group
Marion Griffin
Wolfson Institute of Health Sciences, Thames Valley University, UK

C. Evaluation of PBL programs (Operetten)

Problem based learning applied to a MSc in psychology programme - five years of experience
Stiwne, D., Holmqvist, R. and Cederström, A.
Department of Behavioural Sciences, Linköpings universitet, Sweden

Study of educational preferences in computer engineering education
Simin Nadjm-Tehrani and Lena Strömbeck
Department of Computer and Information Science, Linköpings universitet, Sweden

Workshop. Assessment (Sonaten)

Alternative ways of assessment in a learning to learn curriculum
M. R. Nieweg and P. A. Abrahamse
High School of Amsterdam, Institute of Physiotherapy; Institute of Business and Administration-Co-op HEAO, The Netherlands

Assisting learning - the tutors role in PBL
Charlotte Silén
Faculty of Health Sciences, Linköpings universitet, Sweden

Providing tutors with written feedback on the tutorial performance in a PBL setting
Ray Peterson, Carole Gannon and Ted Cleary
Medical Education Unit, Adelaide University, Australia

B. Evaluation of PBL programmes (Konsertsalen)

Evaluating the student experience of PBL to improve the student experience of PBL.
Ranald Macdonald (1) and Jan Broersma (2)
Academic Development, Learning and Teaching Institute, Sheffield Hallam University, UK (1), International Business School Breda, The Netherlands (2)

An evaluation of PBL in pre registration nursing curricula
Carolyn Gibbon and Christine Wall
School of Health, Liverpool John Moores University, UK

C. Programme Implementation (Operetten)

Problem-based learning - A pilot project in the veterinary curriculum at University College Dublin
Michael Monaghan, Philip Bushby and Miriam Kennedy. 
University College Dublin, Ireland

A hybrid of problem based learning in higher level biochemistry: a first experience
Ewan Ward and Anthony Williams
Faculty of Science, Avondale College & Learning and Development Program, The University of Newcastle, Australia

Workshop. Assessment (Sonaten)

Developing an individualized problem-based learning assessment method: a "how to do it" workshop
Kristi L. Arndt (a. k. a. Green)
Problem-Based Learning Center, Samford University, USA

Key note hearing (Solot)
Erik D. U. de Graaff

Inside PBL-groups: Observations, confirmations and challenges 
Kirsten Hofgaard Lycke
The Institute for Educational Research, Oslo University, Norway

Problem-based learning: a curriculum strategy for women-centred midwifery
Julia Pansini-Murrell and Fiona MacVane-Phipps
Divison of Midwifery and Women's Health , School of Health, University of Bradford, UK

The development of PBL within a curriculum applied at a School of Nursing
Rien Heijne
Health Care Faculty, Limburg University of Professional Education, The Netherlands

B. PBL as distance education (Operetten)

Problematising case studies for distance learning materials
Pamela Shakespeare
Schol of Health and Social Welfare, Open University, UK

Virtual Sherlock: an intelligent computer based PBL system for undergraduate chemistry
Preetha Ram (1), Anthony Francis (2), Mark Devaney (2) and Ashwin Ram
Chemistry Department, Emory University (1), Enkia Corporation (2), Atlanta, USA

C. Curriculum design (Sonaten)

Curricular concepts: context, compromise and consequences
Jane Conway and Anthony Williams
The Learning and Development Program, University of Newcastle, Australia

Developing a "modern" curriculum. How far should/can one go?
Ted Cleary, Ray Peterson and Carole Gannon 
Medical Education Unit, Faculty Of Health Sciences, Adelaide University, Australia

D.1. Programme Implementation, language learning (Operan)

Exploring learner creativity in PBL - a case in language learning
Colleen Wong (1), and Patrick Lai (2)
Department of English (1), Educational Development Unit (2), Hong Kong Polytechnic University, PRC

D.2. PBL versus project and case based learning (Operan)

The case study method and the teaching of business communications
Drew Rodgers
School of Business, Oslo College, Norway

Key note hearing (Solot)
Kirsten Hofgaard Lycke

The integration of problem-based learning with information and communication technologies in Australian social work education.
D. de Warren, J. Hills, F. Killon, M. Leeks, J.Mensinga and D Travers 
School of Social Work and Welfare Studies, Central Queensland University, Australia

Distance GIS - A distance course in GIS based on PBL (problem-based learning) for learning organisations
Åke Sivertun
Department of Computer and Information Science, IDA, Linköpings universitet, Sweden

B. Reaching pre-set objectives in PBL (Operetten)

To what extent do students generate learning issues which correspond with the pre-set faculty objectives.
Bo Sigrell and Gerd Sundblad
Karolinska Institute, Department of Clinical Neurosciene, Psychotherapy Section and Intitute of Psychotherapy, Stockholm Count Council, Sweden

The supplementary assessment process: what we do and why
Carole Gannon, Ray Peterson and Ted Cleary
Medical Education Unit, Adelaide University, Australia

Workshop. Innovations in PBL (Sonaten)

The realistic, multiple-week projects and problem-based learning
John C. Bennett, Jr.
Office of Undergraduate Education and Instruction, University of Connecticut, USA

Symposium. Vignettes (Operan)

The importance of relevant "problems" to facilitate problem-based learning.
Eva Lund
Department of Medicine and Care, Radiation Physics, Linköping University, Sweden

Challenge - the most important quality of problems in PBL?
Charlotte Silén
Faculty of Health Sciences Linköpings universitet, Sweden

From University to Clinic: evolution of a PBL model over the course of a modern medical curriculum
Michael Field
Faculty of Medicine, University of Sydney, Australia 

The development of tutorial groups in clinical studies for students and their preceptors.
Birgitta Almtun
Faculty of Health Sciences, Linköpings universitet, Sweden

Clinical placements once a week in first year - what and how do students learn
Nina Emaus and Marianne Aars
School of physiotherapy, Norway

B. Enhancing professional skills through PBL (Operetten)

Using problem-based learning in aviation studies to develop critical thinking, self-regulation and team skills
Irene Henley and Prue Anderson
Department of Aviation Studies, University of Western Sydney, Australia

Developing clinical reasoning skills through flexible delivery in clinical medicine
Lorellie Stanton and Kylie Duncan
Faculty of Health, University of Western Sydney, Australia

C. Programme Implementation, engineering (Operan)

Problem-based learning for software engineers
Lorna Uden
School of Computing, Staffordshire University, UK

Projects as a means for subject learning and personal development under student responsibility
Nahid Shahmehri, Johan Åberg and Patrick Lambrix
Department of Computer and Information Science (IDA), Linköping University, Sweden 

Workshop. Vignettes (Sonaten)

Laboratory work as starting-point for the learning-process in problem-based learning.
Staffan Pelling and Lars Uhlin
Department of Medicine and Care, Faculty of Health Sciences, Linköping University, Sweden

Key note hearing (Solot)
Michael Field

Is problem-based learning (PBL) both a philosophy for education and a 'methodology for life?'
Martin Booy and Gail Boniface
Department of Occupational Therapy Education, University of Wales College of Medicine, UK

PBL: Changing Cultures
Genevieve Dwyer and Joy Higgs
The School of Physiotherapy, The University of Sydney, Australia

B. Programme Implementation, engineering (Operan)

Problem-based learning for a mathematics course in first year engineering 
V. Wertz (1), P. Wouters (3), E. Aguirre (1), P. Delsarte (1), F. Dupret (1), J.P. Vandeuren (2), E. Vitale (2)
School of engineering (1), Department of mathematics (2), Institute for higher education and mulitmedia (3), Université catholique de Louvain, Louvain-la-Neuve, Belgium

C. Programme Implementation, teacher training (Operetten)

Implementing a problem-based learning model in the training of teachers for an outcomes-based science-technology curriculum
Annemarie van Loggerenber
Dept Teaching & Training Studies, Faculty of Education, University of Pretoria, South Africa

Problems and encouragements. Experiences from a year with problem based teacher training.
Arvid Hansen and Birte Simonsen
Department of Pedagogy, Agder University College, Norway

Workshop. Large groups and PBL (Sonaten)

Problem-based learning for large groups
Lorna Uden
School of Computing, Staffordshire University, UK

Progress of Transferable Skills in Problem-based and Project-organised Curricula
Anette Kolmos, Aalborg University, Denmark

Promoting PBL and institution-wide reform of undergraduate education with a faculty-led institute
George Watson, Barbara Duch, Deborah Allen, Susan Groh, and Hal White
Institute for Transforming Undergraduate Education, University of Delaware, USA

Seeing double in Dublin: a problem-based learning postgraduate diploma in learning and teaching in higher education
Terry Barrett
Learning and Teaching Centre, Dublin Institute of Dublin, Ireland

B. Students' conceptions of PBL (Operetten)

Emotional reactions towards PBL education in the introductory phase of a psychology master's program
Rolf Holmqvist and Dan Stiwne
Department of Behavioural Science, Linköpings universitet, Sweden

To experience learning - in a pre-school teacher education according to problem-based learning. Licentiate thesis.
I. Hensvold
Department of Child and Youth Studies, The Stockholm Institute of Education, Sweden

Symposia. Supporting creativity in PBL (Konsertsalen)

Structuring the unstructured: supporting creativity in PBL
Mary Caddick, Nicholas Weaver and Dave O'Reilly
School of Architecture, Educational Development Services, University of East London, UK

Key note hearing
Anette Kolmos

Introducing problem based learning to an interprofessional group
Gail Boniface, Christianne Merz, Jill Riley and Judy Wilkes 
Department of Occupational Therapy Education, University of Wales College of Medicine and Department of Social Work Education, University of Wales Institute Cardiff, UK

From seven steps model to "Howard Barrows PBL model"
Gitten Hammerberg
Occupational Therapy education Copenhagen, Denmark 

B.1. Students' conceptions of PBL (Operetten)

The role of problem-based learning in the development of post-industrial leadership practice
Anita Rogers
School of Health and Social Welfare, Open University, UK

B.2. PBL versus project and case based learning

Relating problem and project based approaches in engineering studies
Maurits Ertsen (1) and Liesbeth Smulders (2):
(1) Delft University of Technology and (2) The Haagse Hogeschool, University of Professional Education, The Netherlands 

Presentation of the University Network for Innovative Student Centred Education, UNISCENE (Konsertsalen)

Workshop. Large groups in PBL (Operan)

Challenging the established orthodoxy: PBL for the masses?
Ranald Macdonald
Academic Development. Learning and Teaching Institute, Sheffield Hallam University, UK

The impact of context on student's experience of PBL: A cross-faculty comparision
Madeleine Abrandt Dahlgren, Department of Behavioural Sciences, Linköpings universitet, Sweden
 

How do alumni of problem-based schools perceive their education?
Henk Schmidt, Department of Psychology, Maastricht university, The Netherlands

What is achieved and where is PBL going?
Discussion between Henk Schmidt and Lars Owe Dahlgren